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 | Contents | vii

Formulating an HRD Strategy 49 Further Reading 80

Developing a Learning Strategy to Useful Websites 80
Support HRD 52 Bibliography 80
– Why does learning matter in the context of
organizations and individuals? 52 Chapter 5 Organizational Learning 84
What Types of Learning Activities are Prioritized? 53
How does Learning take place in Organizations? 53 Learning Outcomes 84
– Where does responsibility for learning reside? 54 Introduction 85
– Who delivers the learning strategy? 54 Organizational Learning Definitions and Theories 85
– How can the HRD function measure the – The learning organization 88
impact of HRD activities? 55 ● Spotlight on Skills 89
– Coordinating the HRD function 55 – Differences between organizational learning
● Spotlight on Skills 56 and the learning organization 89
Budgeting for HRD Activities 56 Group Learning 90
● HRD in the News 57 Knowledge Management and Organizational
Managing Processes and Services 58 Learning 90
Managing People 58 ● HRD in the News 91
The Difference in Approaches between – Sharing knowledge in organizations 92
SMEs and Large Organizations 59 – Tacit knowledge acquisition and transfer
● Active Case Study: Benefit or Cost? 60 methods 93
Summary 61 Developing a Culture that Supports Learning 96
Chapter Review Questions 61 – Organizational learning in SMEs 97
Further Reading 61 ● Active Case Study: After-Action Reviews
Useful Websites 61 in the US Army 98
Bibliography 62 Summary 99
Chapter Review Questions 99
Chapter 4 Individual-Level Learning 63 Further Reading 99
Useful Websites 100
Learning Outcomes 63 Bibliography 100
Introduction 64
Learning: What is it and How Does it Occur? 64 Chapter 6 Organization Development 103
Types of Learning: Formal and Informal 65
Human and Dispositional Factors Influencing Learning Outcomes 103
Learning 66 Introduction 104
Barriers to Learning 66 What is OD? 104
Learning Theories 67 – OD values and principles 105
Experiential Learning and the Learning Cycle 71 What is the Value of OD and what are its Goals? 106
Emotions and Learning 72 The Process of Carrying out an OD Intervention:
Learning Styles 72 The OD Cycle 107
– VARK sensory learning styles 73 ● Spotlight on Skills 109
– Honey and Mumford’s learning styles 73 OD and HRD: The Same, Different or Subsets
– Felder–Silverman’s learning style model 74 of Each Other? 109
● Spotlight on Skills 75 ● Active Case Study: Organization Development
● Active Case Study: Improving Individual in Netflix 110
Learning at The Courtyard Hotel in Tokyo 76 OD Strategy 111
E-learning and Individual Learning 76 OD and Organizational Change Management 111
● HRD in the News 78 ● HRD in the News: The World’s Greatest
Summary 79 OD Challenge? 112
Chapter Review Questions 80 Summary 113
viii | Contents |

Chapter Review Questions 113 Seeking Feedback 138

Further Reading 114 Setting Learning Outcomes: Begin with the
Useful Websites 114 End in Mind 139
Bibliography 114 – Writing learning outcomes 139
Selecting the Content for HRD Programmes
and Activities 140
Process of HRD 117 – Guide to using mind maps to develop
Chapter 7 Identifying Learning Needs 119 content for HRD programmes or activities 141
Selecting an Appropriate Strategy in Designing
Learning Outcomes 119 HRD Programmes and Activities 141
Introduction 120 – General theory learning strategy 142
● Spotlight on Skills 120 – Declarative knowledge learning strategy 142
What is Learning Needs Assessment? 120 – A concept learning strategy 142
– LNA and the needs of the business 123 – A rule learning strategy 143
● HRD in the News: The Impact of Downsizing – A problem-solving learning strategy 143
on Learning Needs 124 – A skill-based learning strategy 143
Fundamental ‘Windows’ through which to Choosing the Facilitator(s) 143
Identify Learning Needs 125 – Guide to choosing a facilitator 143
– Human resource planning 125 Structuring and Sequencing HRD Programmes
– Succession planning 125 and Activities 144
– Critical incidents 126 – Guide to structuring and sequencing
– Management information systems 127 HRD programmes and activities 144
– Performance appraisal 128 Selecting the Location, Venue and Time for
Specifying Precise Learning Needs 128 HRD Programmes and Activities 145
– Survey questionnaires 129 ● Active Case Study: Designing an Induction
– 360-degree surveys 129 Programme at McBurger’n’Fries 145
– Attitude surveys 129 E-learning, Coaching and Mentoring:
– Knowledge pre-tests 129 Contemporary Perspectives on Designing
– Skills matrices 129 HRD Programmes and Activities 147
– Competency profiles/job descriptions 129 – E-learning 147
– Structured interviews 130 – Advantages 148
– Observation 130 – Disadvantages 148
– Focus groups and interviews 130 ● Spotlight on Skills 148
SMEs: A Different Approach? 130 ● HRD in the News: E-learning Revolutionizing
● Active Case Study: The ‘Free Hand’ Approach Education in Africa: The First Massive Open Online
to LNA 131 Course (MOOC) Designed by Africans for Africans 149
Summary 132 – Coaching and mentoring 149
Chapter Review Questions 132 Resource Implications of HRD Programme Design 150
Further Reading 132 Summary 151
Useful Websites 132 Chapter Review Questions 151
Bibliography 133 Further Reading 151
Useful Websites 151
Chapter 8 Designing HRD Programmes 134 Bibliography 152

Learning Outcomes 134 Chapter 9 Delivering HRD Programmes 153

Introduction 135
Designing HRD Programmes in Organizations: Learning Outcomes 153
MNCs vs. SMEs 136 Introduction 154
Key Stages in the Design of HRD Programmes ● Spotlight on Skills 154
and Activities 137 Implementing Learning Outcomes 154
Gathering Data 138 HRD Delivery Methods 155
 | Contents | ix

Styles of Delivery 158 ● Active Case Study: Applying HRD Principles to the
– The instructor 158 Cosmetics Industry: Case Study from Oriflame’s
– The facilitator 159 Research and Development Subsidiary 189
Motivation to Learn 160 Summary 191
What makes an HRD Intervention Effective? 161 Chapter Review Questions 191
● HRD in the News: Is the Lecture Dead? 162 Further Reading 191
– Managing participants’ engagement 162 Useful Websites 191
– Communication skills 163 Bibliography 192
– Questioning 164
– Feedback 164
– Icebreakers 165 Contemporary Challenges 195
– Rapport 165 Chapter 11 Managing Talented Employees 197
– HRD activity environment and room layout 165
– Environmental factors 167 Learning Outcomes 197
– Managing time and content 167 Introduction 198
– Managing expectations 167 Who are Talented Employees? 198
– Presentation skills 167 Why is it Important for an Organization’s
Delivery Costs 168 Performance and Success to Focus on Talented
Characteristics of Effective Trainers 168 Employees? 199
● Active Case Study: Training the Taxman! 168 Preparing a Talent Management Strategy 200
Summary 169 Methods for Identifying Talented Employees 200
Chapter Review Questions 169 Preparing a Talent Management Strategy 202
Further Reading 169 Developing Talent: What are the Options? 203
Useful Websites 170 Motivating Talented Employees 203
Bibliography 170 Choosing a Common or Differentiated Approach
to Talent Management 204
Chapter 10 Evaluating HRD Programmes 171 – Talent management in SMEs 204
Managing Talent in a Recessionary Environment 205
Learning Outcomes 171 ● HRD in the News: Husain Makes History
Introduction 172 on Radio 4 Flagship 205
Explaining the Concept of Evaluation How do we know whether Talent Management
(Where, What and Why) 172 has Succeeded? 206
● Spotlight on Skills 173 – Return on stakeholder expectations 207
– Purpose of evaluation 173 ● Spotlight on Skills 207
Establishing the Output of Evaluation What is the Role for HRD? 207
(When and Who) 174 – Making the business case 208
– Information: Type and timing 174 ● Active Case Study: O’Brien’s Homeware 208
– People: Interest and importance 175 Summary 210
Exploring the Models of Evaluation (How) 176 Chapter Review Questions 210
– Hierarchical models 176 Further Reading 210
– Contextual models 178 Useful Websites 210
Examining Measures of Evaluation (How) 179 Bibliography 211
– Measures for hierarchical models 180
● HRD in the News: Bringing Evaluation into Chapter 12 Leadership Development 212
Play in the Field of Football 184
– Measures for contextual models 185 Learning Outcomes 212
Enabling a Culture of Effective Evaluation (How) 186 Introduction 213
– Appreciate the existence of organizational – What is leader and leadership development? 213
blockages 187 Leadership Development and HRD 215
– Develop transfer of learning among key Leadership Competencies 215
stakeholders 187 ● Spotlight on Skills 218
x | Contents |

A Strategic Approach to Leadership Development 218 Graduate Employment in Small and Medium
Portfolio of Leadership Development Practices 222 Enterprises (SMEs) 246
● Active Case Study: Fosco Data Handling: The Summary 246
Leadership Challenges 223 Chapter Review Questions 247
Challenges for Leadership Development 224 Further Reading 247
● HRD in the News: Fashion Factories: Time for HRD Useful Websites 247
Education to Take a Stance 225 Bibliography 247
Evaluating Leadership Development Efforts 226
Leadership Development in SMEs 227 Chapter 14 Ethics, Corporate Social
Summary 228 Responsibility, Sustainability and HRD 250
Chapter Review Questions 228
Further Reading 228 Learning Outcomes 250
Useful Websites 228 Introduction 251
Bibliography 229 Guiding Principles of Ethics and CSR 251
HRD, Ethics and CSR 252
Chapter 13 Graduate Employability 231 The Drivers for Organizational Ethics and CSR 253
● Spotlight on Skills 254
Learning Outcomes 231 ● HRD in the News 255
Introduction 232 SMEs, Ethics and Corporate Social
New Forms of Organization, Labour Markets Responsibility 256
and Technology 232 The Role of CSR and Ethics Training
● Spotlight on Skills 233 Programmes 257
Graduate Identity and Graduate Employability 234 The Role of HRD in Shaping Organizational
– Graduate employability: What graduates want 236 Ethics and Corporate Social Responsibility 258
Graduate Skills: Transferable, Soft and Hard Skills 236 – Organizational culture development 259
– Soft skills and hard skills 237 – Embedding organizational ethics 259
Global HRD and Graduate Employability 238 – Policy and practice development 260
● HRD in the News: €300 Million Investment ● Active Case Study: The Ethical HR
in Seven World-Class Research Centres 241 Value Chain 262
Graduate Work Experience, Placements, Summary 264
Internships and Extra-Curricular Activities 242 Chapter Review Questions 264
Graduate Recruitment and Selection 243 Further Reading 264
– Psychometric testing 244 Useful Websites 264
– Assessment centres 244 Bibliography 265
● Active Case Study: Enterprise Rent-a-Car Graduate
Training and Development Programme 245 Index 268
 List of figures

1.1 Trend analysis of term usage in books: 7.1 Process of HRD cycle 121
1950–2008 4 7.2 Sample organizational chart 126
1.2 Trend analysis of web searches: 2005–2013 5 7.3 Organizational chart with ages and
1.3 Organizational chart 14 years to retirement 126
1.4 Process of HRD cycle 20 8.1 Process of HRD cycle 135
1.5 Layout of book 21 8.2 Stages of the HRD design process 138
3.1 Dimensions of learning strategy 53 8.3 HRD Program Design Cost 150
3.2 Managing and resourcing HRD 9.1 Process of HRD cycle 154
in organizations 54 9.2 The learning cube 155
4.1 Social learning theory processes 67 9.3 Linking training style to learning retention 159
4.2 Expectancy theory of motivation 70 9.4 Lecture-style room layout 166
4.3 Kolb’s learning cycle 71 9.5 Bistro-style room layout 166
4.4 Kort’s learning spiral model 72 9.6 U-shaped room layout 166
4.5 VARK sensory learning styles 73 10.1 Process of HRD cycle 172
4.6 Honey and Mumford’s learning styles 74 10.2 Example of a reactions level
4.7 Kolb’s learning cycle and Honey and post-programme questionnaire 181
Mumford’s learning styles 74 10.3 Aligning strategic objectives and HRD
5.1 Types of organizational learning 88 activities among collaborative constituents 189
6.1 The process of an OD intervention 108 12.1 Optimal leadership development matrix 222

xi
 List of Tables

1.1 Definitions of HRD 3 8.3 Types of learning content 141

1.2 Differences between training, development 9.1 Learning and development delivery
and education 6 methods 156
1.3 Main activities of the human resources function 16 9.2 Trainer delivery styles 159
2.1 Key SHRD characteristics – Garavan (1991) versus 9.3 Characteristics of effective trainers 168
McCracken and Wallace (2000a) 32 10.1 Summary of key hierarchical evaluation
2.2 A learning culture self-audit 38 models 177
2.3 Lagging and leading HRD specialists 39 10.2 Summary of hierarchical measures
2.4 The activities of HRD specialists 40 of evaluation 180
3.1 Staged approach to HRD strategy formulation 50 10.3 Summary of potential organizational blockages
4.1 Types of non-formal learning 66 to evaluation from perspective of key
4.2 Workplace learning – facilitators and barriers 67 stakeholders 188
4.3 Adult learning – assumptions, prerequisites 11.1 Sample organization competence
and guidelines 69 framework – core themes 201
5.1 Phases of organizational learning and their 12.1 Future trends in leadership development 214
challenges 86 12.2 The spectrum of development activities that
5.2 Characteristic features of the learning comprise HRD 216
organization 89 12.3 Leading vs. managing competencies 217
5.3 Main differences between organizational 12.4 Key elements of development in
learning and the learning organization 90 organizations 219
5.4 Barriers and facilitators to developing a culture 12.5 Criteria for evaluating leadership
of organizational learning 97 development 227
6.1 OD principles 106 13.1 Attributes, characteristics and skills
6.2 Desired results of OD interventions 107 that promote graduates’ employability 235
7.1 Sample of projected demand for call agents 125 13.2 Soft skills and hard skills 237
7.2 Skills matrix 130 13.3 Country groups by global HRD
8.1 HRD support available to SMEs 137 competitiveness scores 239
8.2 Action verbs for learning outcomes, 13.4 National survey of employers’ views of Irish
grouped by meaning 140 higher education outcomes (2013) 240

xii
 Contributor biographies
Editors
Dr Ronan Carbery is Senior
Lecturer in Management in the
School of Management and
Marketing at the College of
Business, University College
Cork, Ireland. Ronan is
co-editor of the European
Journal of Training and
Development. His research
interests include career
development, talent management and participation
in HRD activities. He was awarded the University of
Limerick Teaching Excellence award in 2013. He is
co-editor of Human Resource Management: A Concise
Introduction (2013).
Dr Christine Cross lectures in
Organizational Behaviour and
Human Resource Management
at the Kemmy Business School,
University of Limerick. Prior
to joining UL she worked for
a number of multinational
organizations in both
management and human
resource management roles. This experience has led to
a wide range of research, consultancy and publication
interests covering areas such as the workforce
experiences of immigrants; training and development in
call centres; and investigating the glass ceiling. Christine
is also a co-director of the Age in the Workplace
Research Network (AWR-net), which is located at
the Kemmy Business School. This network focuses on
researching multiple issues associated with age in the
workplace.
Contributors
Dr Claire Armstrong (B.Comm,
PhD, MCIPD, FRAMI) is an
associate lecturer in the Faculty
of Business and Law at the Open
University and an adjunct lecturer
at the Kemmy Business School,
University of Limerick. Prior to
this, she held posts at DCU Business
School, Limerick Institute of Technology and Shannon
College of Hotel Management. She also held a visiting
appointment at Aston University, UK. Claire’s main
areas of expertise are in organizational behaviour, HRM,
research methods and health care management. She
has published extensively on these topics in academic
journals, including Human Resource Management, The
International Journal for Human Resources Management,
The International Journal for Quality in Healthcare and
Advances in Developing Human Resources. She has also
published several practice-oriented reports on topics
such as high-performance work systems, training and
development, and health care management. She is a
reviewer for a number of HRM, organizational behaviour
and health care management journals and is an associate
editor for Advances in Developing Human Resources.
Dr Paul Donovan is Principal Researcher
and Senior Lecturer at the School of
Business at the National University
of Ireland, Maynooth. He served a
one-year period as Head of School
and Director of Teaching and Learning
immediately prior to this appointment.
He was previously Head of Management
Development and Registrar at the Irish Management
Institute (IMI), specializing in Management Development.
xiii
xiv | Contributor biographies |
Before joining IMI he worked as a general operations
manager with Bord na Mona, the Irish Peat Development
Authority. He was also Training and Development
Manager of the Bord na Mona group. His private sector
experience includes conducting major reviews of HRD
capability with hundreds of clients, including IBM, and a
comprehensive identification of training needs with Dell
and trainer capability upgrades with Boston Scientific. He
has designed and delivered extensive programmes in the
public sector, most notably with the Department of Finance
and Enterprise, the Department of Trade and Employment,
and the Health Service Executive. He has written peer-
reviewed articles on learning transfer and over ten books in
training and general management, and writes a column for
HRD magazine, the journal of the Irish Institute of Training
and Development, of which he is a fellow. Paul holds a
master’s degree in organizational behaviour and another in
technology and learning (both from Trinity College Dublin)
and a doctorate from Leicester University.
Dr Linda Dowling-Hetherington
has been with the School of
Business at University College
Dublin since 1996. She has
many years experience in the
management and development
of part-time, distance learning
and off-campus programmes,
and has been the Director of the School’s Centre for
Distance Learning since its establishment in 2002.
From UCD, she holds a Bachelor of Commerce (HRM),
a Master of Business Studies (HRM) and a Certificate
in Adult Education, along with a Doctor of Education
(EdD) from the University of Bath. She has considerable
teaching experience in the human resource management
and human resource development areas on UCD
programmes in Ireland, Hong Kong and Singapore.
Her areas of research interest include human resource
development, transnational education, student-centred
approaches to the management of distance learning
programmes, development of academic competencies,
undergraduate research experiences, and the changing
higher education landscape and its impact on faculty.
Dr Mary Fitzpatrick (BBS
with Spanish, GDE (Business),
MBS, MCIPD, SFSEDA, PhD)
is the Regional Teaching and
Learning Advocate in the
Centre for Teaching and
Learning and lectures in
Academic Development, HRD and Organizational
Behaviour at the University of Limerick. At a regional
level, she successfully led an inter-institutional project
on regional teaching enhancement within four higher
educational institutions, establishing a wide range of
professional development initiatives to this end. She
completed her PhD in the area of learning and inter-
organizational networks. Her research interests lie
within learning and development, with a particular
focus on the efficacy of professional development
activities, the student experience in teaching and
learning, and the role of learning and development
at work. She is a chartered member of the CIPD
and a senior fellow of SEDA. She has extensive HRD
consultancy experience within both the private
and the public sector.
Prof. Thomas N. Garavan is
Professor of Leadership at
Edinburgh Napier Business School.
He was formerly Professor and
Associate Dean in Postgraduate
Studies and Executive
Education, Kemmy Business
School, University of Limerick.
He teaches HRD, training and development, and
leadership development. He is author of more than
100 academic articles, co-editor of European Journal
of Training and Development and a member of the
Board of Directors of the Academy of Human Resource
Development.
Dr T.J. McCabe is Lecturer in
HRM and Research Methods at
the National College of Ireland.
He leads a number of post-
graduate and undergraduate
modules, including Research
Methods, Strategic Human
Resource Management, Employee
Relations and HRD. His research interests extend to
trust and commitment among nursing professionals,
and human resource management issues in the
health sector. He has presented this work at national
and international conferences, and co-chaired the
HRM track for the 14th Annual Conference of the
Irish Academy of Management. He has published
papers in both academic and practitioner journals,
and received the award for Best Paper, Healthcare
and Public Sector Management Track, Irish Academy
of Management in 2011.
 | Contributor biographies |
Dr Martin McCracken is Senior
Lecturer in Organizational
Behaviour at the University
of Ulster. He is the editor of
Education and Training and
is a member of the editorial
advisory boards of a number
of influential journals, such as
Employee Relations, Leadership
and Organizational Development Journal and The
European Journal of Training and Development.
He obtained a PhD from Edinburgh Napier University
in 2002 and has been actively researching issues
connected with human resource development/
management, employability and organizational change.
He has published his work in a number of leading
academic journals, including The International Journal
of Human Resource Management, Human Resource
Management Journal, Human Resource Development
International and the European Management Journal,
and has played a key role in carrying out UK research
projects commissioned by (among others): the
Department for Education and Employment; Sector
Skills Development Agency; and Leonardo Da Vinci
Research Programme (EU).
Dr Clíodhna MacKenzie is
a lecturer in the School of
Management & Marketing at
University College Cork. Prior
to that she lectured at the
University of Limerick. She
holds a degree in business
from the University of
Limerick. She has previously
worked for both US multinationals and global IT
consulting firms. She has international experience
in the IT and telecoms fields and has worked in the
US, Singapore and Thailand, as well as many parts of
Europe. Her academic research focuses on the ‘dark
side’ of organizational behavior, such as organizational
narcissism, leadership derailment, counterproductive
work behaviour and organizational personality
disorders (OPDs). Her research interests include
risk-taking behaviour, corporate governance, ethics,
corporate social responsibility, human resource
management/development, and leadership and
organization development. She is also a member
of the University Forum for Human Resource
Development (UFHRD) and the Irish Academy of
Management.
xv
Dr Jean McCarthy is a lecturer
and researcher in the areas of
Human Resource Management,
Human Resource Development
and Organizational Behaviour
at the Kemmy Business
School, University of
Limerick. A graduate of the
University of Limerick, and a former Fulbright
Scholar at Colorado State University, her research
interests include adult learning, high-performance
work systems and the social psychology of work. Her
research has attracted financial support from the
Irish Research Council, the Alfred P. Sloan Foundation
and the Fulbright Commission. She is also a Global
Research Associate with the Sloan Center on Aging
& Work at Boston College, and is founder and
co-director of the Age in the Workplace Research
Network (AWR-net), which is an international
network of researchers seeking to address issues
associated with age, generations and diversity at
work. She has extensive experience in teaching and
supervision at undergraduate, post-graduate and post-
experience levels, as well as working with community-
based and Youthreach education and training
programmes.
Dr Sue Mulhall has worked in
a variety of human resource
management (HRM) and
training/education positions
and lectures in human resource
development at the Dublin
Institute of Technology (DIT),
Ireland. She is a pracademic,
combining theory and practice, particularly
in the field of career management. Prior to joining DIT
in 2012, she ran her own HRM learning, consulting
and coaching business for over a decade and was
previously a HRM professional for 13 years. Through
her research and teaching, she offers fresh insights to
the academic and practitioner communities resulting
from her exposure to the dilemmas and challenges
facing knowledge workers, managers and leaders in
dynamic organizations in the contemporary workplace.
Drawing on her depth and breadth of experience, She
researched her international award-winning doctorate
on career success, exploring how personal transitions
impact on career experiences. Her findings have been
published in international peer-reviewed journals and
at conferences.
xvi | Contributor biographies |
Dr Clare Rigg is based at the
Institute of Technology Tralee,
Ireland, where she leads an
action learning-based MBA
programme. Following an
early career in economic
development and urban
regeneration in Birmingham, England, she developed an
interest in collaborative working that was further fostered
through encountering action learning as an approach to
management development in 1990. She has researched
and published widely on action learning, critical
management learning and HRD, including the co-authored
books Action Learning, Leadership and Organizational
Development in Public Services (2006); Critical Human
Resource Development: Beyond Orthodoxy (2007); and
Learning and Talent Development (2011). She is co-editor
of the journal Action Learning: Research and Practice.
 Tour of the book

ng services and technological advancements and coaching, mentoring and g

Learning outcomes Key terms d in Chapter 1 allows organizations to manage

D and HRM services remotely as virtual services,
managers express doubt conce
with learning and developmen
her organizations are taking the option of feel exposed due to inexperien
A set of learning outcomes are Each chapter contains an on-page ing their HRD functions. Regardless of the
h taken, whoever is ultimately responsible for
or capability (Garavan et al., 20
often accused of lacking time t
identified at the start of each chapter. explanation of a number of g the HRD function needs to recognize the
ents of the task. We will first look at the role of
and have not necessarily bough
should be part of a leader-led t
function. strategy. Research on the devo
After you have studied the chapter, important words, phrases and suggests that HRD specialists a
devolve, due primarily to conce
completed the activities and answered concepts that you need to know role of the HRD and power and having to focus
ction strategic in nature.
It is the overall vision, value
the review questions, you should be in order to understand HRD, its ideology of the owner, chairm
rtments generally employ people with that have the critical influence
able to achieve each of the stated theoretical basis and its related bility for specialized areas within the overall
tion. A number of HR activities, once the
which HRD operates in an org
organization, it is generally the

objectives. areas. it of the HR function,

devolved to line devolved refers to the process of moving decision
senior m
create t
rs in order to allow making downwards, from HR to line managers operatio
unction to engage in line managers managers who have employees process
cision making and free profile o

2
directly reporting to them and who have a higher level
to focus on strategic of responsibility than those employees are influ
s ▸ Chapter 2. It is the beli

Strategic HRD Making links

managers include employee selection,
To allow you to see the
Martin interconnected nature of the
manager who works most closely with the
e. The types of activities normally devolved
in the added value that HRD c
organization. For example, Ric
of the Virgin Group, adopts a
e and performance management. From an
spective, the line manager is also in an ideal
to HRD and believes in contin
how to retain employees over
to identify performance gaps and learning ways he does this is to promo
nd through the performance management possible by creating a culture
they can offer opportunities to participate in learning is not restricted to se

By the end of topics in the field of HRD, areas

this chapter you Learning outcomes
should be able
to:
Define Strategic Human Resource Development
that link to topics and concepts in
(SHRD) and understand how it differs from
Human Resource Development
other chapters are identified. An aspect which is clearly agreed upon in all of the
definitions shown above is that SHRD is clearly in
evidence when there is a long-term focus upon planning
SHRD to truly take hold, nine
to be in place in relation to a
factors. These nine factors are
Explain why it is important for organizations to and implementing HRD activities. column in Table 2.1 and inclu
ensure that their HRD activities are linked to As you can appreciate, SHRD clearly stresses that if management support, role of
an organization is to truly have a strategic approach to and how evaluation is carried
corporate strategy
its HRD activities it has to do more than simply align the table, Garavan’s original n
Understand the role of key stakeholders in HRD training and development to corporate strategy, but, in include such fundamentals as
in the organization, namely the HRD function, fact, must elevate these to a higher level. development is integrated wit
and goals and that environme
senior, functional and line managers, as well as
training and development tak
individual employees
Consider this … consider THIs… However, since Garavan’s o
created several authors have
Organizations use a variety of terms to describe and elaborate upon his SHRD
This feature is designed to the work that SHRD professionals undertake. Some
use the term ‘learning and development specialist’,
based upon empirical researc
of large UK-based organizatio
Wallace (2000a) produced an
stimulate your thinking about a others the term ‘organizational development
specialist’, and others describe the SHRD specialist
as a ‘learning solutions specialist’. Why do
characteristics (see Table 2.1)
are discussed in more detail i

specific issue, idea or perspective organizations use so many different titles? What
would you suggest?
1 Organizational missi
related to the chapter topic. Garavan (1991) suggested tha
level SHRD needs to be integr
Theoretical models of SHRD and that those involved in de
should illustrate how HRD ac
This part of the chapter explores two of the most corporate goals and mission o
influential theoretical models of SHRD. In 1991 Garavan this fit or integration is vital, b

The Future of the British Army?

In November 2013 it was soldiers). The rationale given for dow
announced that the British Army the restructuring was that as the ma
was to embark upon a major international security environment tha
restructuring exercise, which changes there will be less need mo
would allow it to be able to for large numbers of regular for
operate effectively and efficiently soldiers or ‘boots on the ground’ as
in a global arena in the future. The innovations in military technology So
most important SHRD implication continue to change how war and BB
of the proposed security situations bel
changes centred are managed. BB

HRD in the news around the skills

and competency
hrD in the news Ultimately, these
innovations
new

Qu
Each chapter contains an example of coverage of its main topic in the media. requirement arising
from increasing
would also
impact on skills
1

the size and expertise of the and competency requirements

The aim here is to highlight how you can apply the constructs and concepts in Army Reserve (soldiers who
are employed by the army on
for soldiers at all levels in the
army. Speaking on BBC Radio
2

the chapter to the management of people in the real world of the workplace. a part-time basis and still have
regular civilian jobs) to 30,000
about the restructuring, the UK
Defence Secretary noted that
soldiers while simultaneously the changes were designed to
A set of questions accompanies each feature to assist with this application to a reducing the size of the regular
full-time army (by around 20,000
reverse the decline of the Army
Reserve, which had been ‘run

practical situation.
Practicalities for the HRD chances of being cons
specialist: Performing to must continuously lin
a strategic level business results.

Table 2.3 Lagging and

xvii
xviii | Tour of the book |

Building your skills

This feature asks you to place yourself in where the
trainers an
building your skills
the position of a line manager and to think way, i.e. lea
resources a
As a student, you may have already developed a
about what you would do in the situation particular set of learning skills or a certain learning
style over the years and become comfortable with
2008). Trai
quickly to g
shorter per
that has been presented to you. this style. However, the adoption of this learning
style may not necessarily result in the best use
easy; many
of your study time or lead to the most effective
earlier in th
outcomes from the perspective of your learning
of feedback
and grades achieved. Consider the VARK sensory
has been le
learning styles described earlier in this chapter.
expected o
E-learning
● Which learning style do you tend to exhibit networks w Active case study
most often?
● How might you draw upon other learning styles?
Social Lear
the growin
These short case studies provide
● How might your learning skills be enhanced by
drawing on a wider range of sensory learning
activities. I
(2013a) hig
the opportunity for you to link
styles? e-learning
● What might your lecturers need to do, or the material covered in the
change, to facilitate your use of the full range The d
of learning styles? years chapter to a real-life situation.
of bot
and p Questions are posed at the end
comp
While e-learning allows organizations to deliver training
dd l i ii i i l li f
such
i
of the case studies, which can be
Chapter review questions answered either in class or as part
Each chapter has eight questions that of an assignment.
can be used as class exercises or for self-
testing and evaluating your knowledge and
understanding of the chapter topic. Developing Leaders for Competitive Advantage: The Ca
The development of leaders JetBlue Speakup Survey revealed
to contribute to the strategic that both managers and employe
growth of an perceived that
organization is leaders within the
recognized as a organization were
this organization.
gy
major challenge.
active case study not effective and
JetBlue, which lacked the skills t
over a period of manage people.
Summary and an Assessment of Implications, Human Resource
13 years has grown from eight to JetBlue senior executives,
Management, 44(4), 413–432.
This chapter highlights the issues involved in managing Economist Intelligence Group (2009) The Role of HR 193 aircraft, took to the skies in including CEO David Neeleman
the HRD function in organizations. It is important to in Uncertain Times, London: Economist Intelligence
highlight that the role of the HRD function is to facilitate
and enable learning rather than to be the sole provider
of learning. In order to obtain commitment from line
Group.
Mafi, S. L. (2000) Managing the HRD Function and Service
Quality: A Call for a New Approach, Human Resource
Useful websites 2000 using a novel concept –
bringing humanity back to air
and president Dave Barger,
realized that this leadership
travel. Based at New York’s gap needed to be addressed
managers and senior management to this approach,
the HRD function plays a key role in formulating HRD
strategy by adopting an ongoing collaborative approach
Development Quarterly, 11(1), 81–86.
An abundance of websites exist on Kennedy International Airport,
JetBlue, a non-union airline,
and designed a new leadership
development programme. The
that involves engagement with these stakeholders. Being useful websites
able to articulate this strategy is essential to managing
the HRD function as it serves as a supporter and enabler
of the overall business strategy.
Bersin by Deloitte https://www.bersin.com/practice/
Browse.aspx?p=Learning-@-Development
topics related to HRD. At the end distinguished itself from other
low-fare carriers by offering seat-
executive team recognized that
leadership development should
This is an excellent resource detailing up-to-date research back entertainment systems with be closely integrated with the
chapter review questions
on industry trends in HRD, benchmarking standards, and
case studies and factbooks.
of each chapter we have identified live television, comfortable seats corporate culture and that
SHRM Organizational and Employee Development: and blue corn chips. The company leadership should be developed a
1 What role does the line manager play in assisting the
HRD function?
2 Outline the role of the HRD function in developing
http://www.shrm.org/hrdisciplines/orgempdev/pages/
default.aspx
This section of the SHRM website provides excellent links
those we believe you will find most quickly grew to about $1.9 billion
in annual revenue in 2012 and
all levels: supervisors, managers
directors and vice presidents. In
an HRD strategy. to current research and guides for those working in HRD
3 What are the steps to formulating an HRD strategy?
4 What should a learning strategy articulate?
5 Suggest some metrics that the HRD function can use
functions.
CIPD Costing and benchmarking learning and
development http://www.cipd.co.uk/hr-resources/
useful in furthering your knowledge became increasingly popular with
travellers. It soon realized that
order to systematically identify
development needs, JetBlue used
its massive growth had created the Myers-Briggs Type Indicator
to demonstrate its value to the organization.
6 What is the difference between a cost centre and a
service centre?
factsheets/costing-benchmarking-learning-
development.aspx
CIPD’s guide to costing HRD activities gives useful
and understanding of the discipline. a major leadership gap within to help in the needs identification
7 Why do some organizations choose to outsource information on budgeting for HRD activities. the organization. It had a lot of process. Following the needs
their HRD activities? CIPD HR Function page http://www.cipd.co.uk/ inexperienced supervisors and identification process, both the
8 How is the HRD function viewed in SMEs? hr-topics/hr-function.aspx
This provides a lot of information on how to manage the
overall HR function.
further reading Bureau of Labor Statistics, US Department of Labor
http://www.bls.gov/ooh/management/human-
Clardy, A. (2008) The Strategic Role of Human Resource resources-managers.htm
Development in Managing Core Competencies, Human This site provides information on what skills
Resource Development International, 11(2), 183–197. people working in the HR function require, the
Cooke, F. L., Shen, J. and McBride, A. (2005) Outsourcing working environment, and how to get a job in a
HR as a Competitive Strategy? A Literature Review HR function.

Further reading
There are numerous HRD
resources and other topics
that are also covered in this
textbook. The aim here is to
highlight a few specific texts and
journal articles we believe can
assist you in developing your
understanding and furthering
your knowledge of the many
areas introduced in this book.
 Spotlight on skills:
Text and video feature

This feature aims to encourage you to develop your skills
in HRD by asking you to consider specific questions and
activities. This gives you the opportunity to identify and
diagnose problems and develop possible solutions or
actions in relation to the chapter topic. Each of these
features is accompanied by a link to video interviews
with professionals on the book’s companion website.
The skills-related questions posed in the text feature are
addressed by the practitioner in the video. To maximize
this resource, you should first attempt to answer the
questions in the book and then watch the video.
Companion website
The book’s companion website at www.palgrave.com/
carbery-hrd offers a number of resources for both
lecturers and students. Lecturers can access PowerPoint
slides, a comprehensive testbank of multiple choice
questions and solutions to the Active Case Study
questions.

spotlight on skills
Working as an HRD manager, you have been asked
to justify your expenditure on HRD programmes
undertaken by the organization over the past
12 months. How can you demonstrate the value
of HRD? Will you focus on the value to the
organization, to employees, or both?
To help you answer the questions above, visit www.
palgrave.com/carbery-hrd and watch the video of
Jemma Carty talking about the value of HRD.

xix
 Case Study Grid

Chapter Title Industry Focus

2 Developing Leaders for Competitive
Advantage: The Case of JetBlue
3 Benefit or Cost?
4 Improving Individual Learning at
The Courtyard Hotel in Tokyo
5 After-Action Reviews in the US Army Military, US
6 Organization Development in
Netflix
7 The ‘Free Hand’ Approach to LNA
8 Designing an Induction Programme
at McBurger’n’Fries
9 Training the Taxman!
10 Applying HRD Principles to the
Cosmetics Industry: Case Study
from Oriflame’s Research and
Development Subsidiary
11 O’Brien’s Homeware
12 Fosco Data Handling: The Leadership Information and
Challenges
13 Enterprise Rent-a-Car Graduate
Training and Development
Programme
14 The Ethical HR Value Chain
Aviation, US Development for strategic growth
Pharmaceutical, US Budgeting for HRD
Hospitality, Japan Facilitating employee learning
Capturing organizational learning
Media, US Developing organizational culture
Manufacturing, UK Identifying learning needs
Services, Ireland Devising learning objectives and designing
an induction programme
Government Delivering an HRD programme
Cosmetics, global Evaluating HRD programmes
Retail, Ireland Developing a talent management strategy
Identifying leadership development
communications challenges
technology, UK
Car rental, global Linking graduate training to business needs
Information and Developing an ethics awareness
communications programme
technology, US

xx
 Mapping of the text to CIPD standards

The CIPD HR Profession Map captures what HR people
do and deliver across every aspect and specialism of
the profession, and it looks at the underpinning skills,
behaviour and knowledge that they need to be most
successful. The map identifies ten professional standards,
and each standard comprises a range of performance
behaviours that span four levels of competence. The
standards we are most concerned with for this text are:
Standard 4: Organization Development
Standard 5: Resource and Talent Planning
Standard 6: Learning and Talent Development
We have mapped each chapter in the textbook to
these three standards. For a detailed description of each
standard, please see http://www.cipd.co.uk/cipd-hr-
profession/hr-profession-map/.

CIPD Standard Chapter(s)

4.1 OD strategy, planning and business case development 6
4.2 Organization capability assessment 2, 6
4.3 Culture assessment and development 2
4.4 Organization development intervention and execution 2, 6
4.5 Change communications 6
4.6 OD methodology 6
4.7 Project and programme management 6
4.8 Cultural differences 2, 5, 6
4.9 Culture change 5, 6, 14
4.10 Change management 3
4.11 Change communications 3

5.1 Workforce planning 1, 2

5.2 Resourcing 1, 2
5.3 Talent identification and succession 11
5.4 Assessment and selection 7
5.5 Induction 8
5.6 Exit 7, 13
5.7 Legal framework 14
5.8 Resourcing 1, 2
5.9 Recruitment 13
5.10 Talent and succession 11
5.11 Assessment 8, 9
5.12 Induction 8

xxi
xxii | Mapping of the text to CIPD standards |

CIPD Standard Chapter(s)

6.1 Capability and skills assessment 1, 2, 7
6.2 Organization capability strategy, planning and business case 1, 2, 3
development
6.3 Design L&D solutions 8
6.4 Deliver L&D solutions 9
6.5 Leadership development 12
6.6 Talent management 11
6.7 Capability assessment 2
6.8 Learning styles 4
6.9 Blended learning solutions 4, 8
6.10 Supplier management 8, 9
6.11 Facilitation 9
6.12 Diversity 1, 12
6.13 Measure and evaluate interventions 10
 Skills development
Presentation Skills
Regardless of the industry sector, or the size of the
organization you work in, you will need to have the
ability to present your ideas clearly and succinctly. This
will often happen in a setting where you use a software
programme such as PowerPoint to provide an overview
of the context and key points. Increasingly, some job
vacancies require you to make an oral presentation as
part of the selection process. In order to present your
ideas and arguments clearly, there are a number of stages
involved in the making of an oral presentation. Some of
the key issues involved are outlined here in order to assist
you in developing this important skill, either through
your coursework or after college.
Planning your presentation
Be clear about what your core message is and repeat this at
different stages during the presentation in order to increase
its impact. Is it to inform? To sell your idea? To defend a
position? To present a new idea? Whatever the answer,
keep asking yourself why in different ways. What is the
objective I want to achieve? What will I accept as evidence
that my presentation has succeeded? What do I want the
audience to think or feel at the end of the presentation?
Analyse your audience. What are their expectations
of your presentation? Do they expect to be informed?
Persuaded? Have their existing ideas challenged? What
do you they already know? The key to a successful
presentation is to know what your audience expects and
that you meet or exceed that expectation.
How much time do you have for your presentation?
Be careful not to run over an allocated time slot. This will
detract from your effectiveness.
What should you wear? This may seem a little strange
to include here; however, confidence is an important
element in an effective presentation. You need to be
comfortable and appropriately dressed to project the
‘right’ message.
Handling nerves
Many people find this the most difficult part of making a
presentation.
● Be well prepared and organized. Most people will feel
nervous before a presentation. Knowing what you
are going to say and being organized will reduce your
level of nervousness. The first two minutes of any
presentation are the most crucial. If you feel confident
and clear about what you are going to say in the early
stage of the presentation, this will help alleviate your
nerves for the remainder of the presentation. Once you
have passed the first two minutes and you mentally
believe that the presentation is going well, this will allow
the reminder of the presentation to run more smoothly.
● Don’t read directly from your notes – use visual aids. This
means that the words/pictures you use on the screen
should act as your ‘prompt’. Do not use hand-held notes
as they will just act to provide a false sense of security. If
you lose your place in the notes, or have learned what to
say and then mix up your notes, your level of effectiveness
in the eyes of the audience will be diminished.
● Rehearse in advance. Trial runs are an excellent method
of preparation and allow you to establish how long
your presentation will take. This also develops your
self-confidence, which will work to reduce your
nervousness.
● Pay attention to your ‘mannerisms’ and work to
overcome them. Ask a friend/family member to
highlight any repeated unconscious behaviours you
might have, such as running your hands through
your hair; shaking the change in your pocket; swaying
from side to side; or speaking too fast. These are very
distracting for the audience.
● Practise deep breathing before you get to the room/
place where the presentation is to be made. This will
help reduce the overall feeling of nervousness.
● Be in the room in plenty of time and check that the
equipment and your presentation are working.
● Thinking positive means you are more likely to feel and
behave positively.
xxiii
xxiv | Skills development |
Structuring your presentation
The golden rule is simple:
● Tell them what you are going to tell them
(introduction).
● Tell them (main body).
● Tell them what you’ve told them (conclusion).
The introduction
● The introduction should comprise approximately 10
percent of your presentation. It should provide a map
for the reader of what is going to come.
● Introduce the topic, and yourself (if necessary).
● Start with an attention-getting hook – make a bold
claim, present a striking fact/statistic, ask a question,
use a quotation. If you have a suitable quote, surprising
information or a visual aid – use it to grab the
audience’s attention.
Body language
● Speak clearly and audibly throughout. Vary the
tone of your voice, as this creates interest in your
message.
● Face the audience, not the screen behind you or your
laptop. Speak to the audience and make eye contact
with people in the room. This demonstrates that you
are paying attention to them and encourages them to
pay attention to you.
● Don’t speak too fast, as your message can get lost in
translation.
● Show enthusiasm for the topic/issue/idea, as
enthusiasm is contagious.
● Project your voice out towards the audience. Do not
speak down to your shoes!
● Regard the presentation as an opportunity
to shine.
The conclusion
● Remind the audience of what you set out to do at
the start. That means stressing the key point of your
presentation.
● Briefly repeat the main points you made.
● End on an interesting point, as this assists people in
remembering your presentation.
● Thank the audience for listening and invite questions.
Time Management Skills
People who effectively manage their time are the highest
achievers in all walks of life, from business, to sport,
to public service. Yet, they have only the same number
of hours in a day as the rest of us. This is why time
management is believed to be a critical skill for success.
Many people spend their days in a frenzy of activity, but
achieve very little because they are not concentrating on
the right things. Mobile phones, laptops and e-mail mean
we are virtually contactable 24 hours a day. People often
feel unable to go on holiday without being able to be
contacted. Technology has made us accessible no matter
where we are, whether it’s in the Outer Hebrides or on
the Amazon. In the section below we provide some tips
and techniques to help you become more effective at
managing your most valuable resource – your time.
Your workspace
Where you work has a significant impact on your
productivity and mental wellbeing! While some people
are happy to work surrounded by paper, files, teacups
etc., other people seem to be able to work at a clutter-
free desk. In reality, the brain can only concentrate fully
on one thing at a time. The more ‘stuff ’ on your desk, the
more tempted you will be to be distracted by it and to
pick it up. This instantly causes a distraction. Cluttered
desks are not conducive to clear thinking. You should:
● Clear your desk of everything not related to what
you are working on now. Otherwise your attention is
constantly being drawn to other issues/tasks.
● Resist the temptation to leave papers/a file/book on
your desk.
● Always leave your desk tidy and empty when you are
finished working at night.
Work efficiently
Handle each piece of paper/each e-mail only once. The
principle behind handling paper/e-mails only once is
that it forces you to make a decision about every piece
of paper/e-mail you touch. Avoid reading something
and then saying ‘I’ll deal with that later’. The rules are
either:
● Do it straight away.
● Decide to postpone it until later and identify that it
still needs to be done.
● When in doubt . . . throw it out or delete it!
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of China under the
Empress Dowager
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: China under the Empress Dowager

Being the history of the life and times of Tzŭ Hsi

Author: Sir E. Backhouse

J. O. P. Bland

Release date: November 4, 2023 [eBook #72032]

Language: English

Original publication: Philadelphia: J. B. Lippincott Co, 1910

Credits: Tim Lindell and the Online Distributed Proofreading Team at

https://www.pgdp.net (This file was produced from images
generously made available by The Internet
Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK CHINA

UNDER THE EMPRESS DOWAGER ***
CHINA UNDER THE EMPRESS
DOWAGER

The “Holy Mother,” Her Majesty Tzŭ Hsi.

 (From a Photograph taken in 1903.)

CHINA UNDER THE

EMPRESS DOWAGER

BEING THE HISTORY OF THE LIFE AND

TIMES OF TZŬ HSI

COMPILED FROM STATE PAPERS AND THE

PRIVATE DIARY OF THE COMPTROLLER OF
HER HOUSEHOLD

BY
J. O. P. BLAND and E. BACKHOUSE

ILLUSTRATED

PHILADELPHIA
J. B. LIPPINCOTT COMPANY
London: WILLIAM HEINEMANN
MCMX

Printed in England
 NOTE
The thanks of the Authors are hereby gratefully expressed to Miss
Katharine A. Carl, for permission to reproduce the photograph of her
portrait of the Empress Dowager; to Mr. K. Ogawa, art publisher of
Tokyo, for the use of his unique pictures of the Palace at Peking; to
Mr. Geo. Bronson Rea, of the Far Eastern Review, for permission to
reproduce illustrations originally published in that journal; to Messrs.
Betines, of Peking, for the right to publish their views of the capital;
and to the Editor of The Times, for his courtesy in permitting the
inclusion in this volume of certain articles written for that paper.
London, September 10th, 1910.
 CONTENTS
PAGE

I
THE PARENTAGE AND YOUTH OF YEHONALA 1
II
THE FLIGHT TO JEHOL 14
III
THE TSAI YÜAN CONSPIRACY 30
IV
THE FIRST REGENCY 51
V
TSENG KUO-FAN AND THE TAIPING REBELLION (1864) 64
VI
TZŬ HSI AND THE EUNUCHS 81
VII
A QUESTION OF ETIQUETTE 110
VIII
MAJORITY AND DEATH OF THE EMPEROR T’UNG-CHIH 117
IX
THE PROTEST AND SUICIDE OF WU K’O-TU 132
X
TZŬ HSI BECOMES SOLE REGENT 148
XI
TZŬ HSI “EN RETRAITE” 161
 XII
THE REFORM MOVEMENT OF 1898 178
XIII
THE HUNDRED DAYS OF REFORM 190
XIV
THE COUP D’ÉTAT OF 1898 201
XV
TZŬ HSI RESUMES THE REGENCY (1898) 211
XVI
THE GENESIS OF THE BOXER MOVEMENT 246
XVII
THE DIARY OF HIS EXCELLENCY CHING SHAN 251
XVIII
IN MEMORY OF TWO BRAVE MEN 307
XIX
SIDELIGHTS ON TZŬ HSI’S STATECRAFT 327
XX
THE FLIGHT FROM PEKIN AND THE COURT IN EXILE 340
XXI
HOW THE BOXER LEADERS DIED 363
XXII
THE OLD BUDDHA PENITENT 375
XXIII
THE RETURN OF THE COURT TO PEKING 387
XXIV
HER MAJESTY’S NEW POLICY 417
XXV
THE VALEDICTORY MEMORIAL OF JUNG LU 436
XXVI
HER MAJESTY’S LAST DAYS 443
XXVII
TZŬ HSI’S DEATH AND BURIAL 464
XXVIII
CONCLUSION 476
APPENDIX 499
INDEX 517
 LIST OF ILLUSTRATIONS
FACING PAGE
THE “HOLY MOTHER,” HER MAJESTY TZŬ HSI Frontispiece
MAP OF PEKING xii, xiii
THE REGENT PRINCE CH’UN, WITH HIS TWO
SONS, THE PRESENT EMPEROR (STANDING)
AND PRINCE P’U CHIEH 4
THE IMPERIAL DAÏS IN THE CHIAO-TAL HALL 18
H.I.H. P’U JU, COUSIN OF THE PRESENT
EMPEROR, SON OF THE BOXER PRINCE
TSAI-YING, AND GRANDSON OF PRINCE
KUNG 20
HER MAJESTY TZŬ HSI IN THE YEAR 1903 36
EXTERIOR OF THE CH’IEN CH’ING PALACE 54
H.M. TZŬ HSI, WITH THE CONSORT (LUNG YÜ)
AND PRINCIPAL CONCUBINE (JEN FEI) OF
H.M. KUANG-HSÜ, ACCOMPANIED BY COURT
LADIES AND EUNUCHS 90
FACSIMILE OF LETTER WRITTEN BY CHIEF
EUNUCH LI LIEN-YING 98
INTERIOR OF THE YANG HSIN TIEN. (PALACE OF
“MIND NURTURE.”) 122
INTERIOR OF THE I KUN KUNG 148
INTERIOR OF THE TAI HO TIEN 166
CIRCULAR THRONE HALL IN THE GROUNDS OF
THE LAKE PALACE LOOTED BY ALLIED
TROOPS IN 1900 208
PAVILION ON LAKE TO THE WEST OF
FORBIDDEN CITY 208
THE “BEILEH” TSAI YING, SON OF PRINCE KUNG 252
(CASHIERED BY TZŬ HSI FOR PRO-BOXER
 PROCLIVITIES), AND HIS SON
H.M. THE EMPRESS DOWAGER AND LADIES OF
HER COURT (1903) 256
THE TA-A-KO, SON OF PRINCE TUAN, THE
BOXER LEADER 280
REPRODUCTION OF PICTURE PAINTED ON SILK
BY HER MAJESTY TZŬ HSI 284
FACSIMILE OF A FRAGMENT OF THE DIARY 299
DAUGHTERS OF A HIGH MANCHU OFFICIAL OF
THE COURT 302
MARBLE BRIDGE IN THE GROUNDS OF THE LAKE
PALACE 350
IN THE GROUNDS OF THE PALACE IN THE
WESTERN PARK 350
HIS HIGHNESS PRINCE TSAI HSÜN 386
VIEW, FROM THE K’UN MING LAKE, OF THE
SUMMER PALACE 452
THE EMPRESS DOWAGER, WITH THE CHIEF
EUNUCH, LI LIEN-YING 454
THE SON OF HEAVEN 458
MARBLE BRIDGE OVER THE LAKE IN THE
WESTERN PARK WHICH SURROUNDS THE
LAKE PALACE 474
“TI WANG MIAO” OR TEMPLE TO THE MEMORY
OF VIRTUOUS EMPERORS OF PREVIOUS
DYNASTIES 474
PORTRAIT OF THE EMPRESS DOWAGER 482
THE IMPERIAL DAÏS IN THE CH’IEN CH’ING HALL 498
CEILING AND PILLARS OF THE TAI HO TIEN 510
INDEX TO NUMBERED MAP OF
PEKING

MAP OF PEKING.
 (1) Tung Hua Men, the East Gate Glorious. This is the usual
entrance to the Forbidden City for officials attending audience when
the Court is there resident. (It was here that was suspended in a
basket the head of the foreigner captured by the Boxers on 20th
June.)
(2) Huang Chi Tien, or Throne Hall of Imperial Supremacy. In this
Hall the Empress Dowager, after the return of the Court from exile,
was accustomed to receive her officials in audience on the rare
occasions when she lived in the Forbidden City. It was here that her
remains lay for nearly a year awaiting the day of burial.
(3) Ning Shou Kung, or Palace of Peaceful Longevity. Here the
Old Buddha resided during the siege; here she buried her treasure.
She returned hither after the days of exile and lived in it pending the
restoration of the Lake Palace, desecrated by the foreign occupation.
(4) Chien Ching Kung, or Palace of Heavenly Purity. The Hall in
which China’s Emperors were accustomed to give audience to the
Grand Council. After the Boxer rising, in accordance with the new
ceremonial laid down by the Peace Protocol, the Diplomatic Body
were received here. In this Hall the Emperor Kuang Hsü discussed
and decided with K’ang Yu-wei the reform programme of 1898, and it
was here that his body lay awaiting sepulture between November
1898 and February 1909.
(5) Shen Wu Men, or Gate of Divine Military Genius. Through this,
the Northern gate of the City, the Old Buddha fled in the dawn of the
15th August, 1900.
(6) The Rock-garden in which Her Majesty used to walk during the
days of the siege of the Legations and from which she witnessed the
burning of the Hanlin Academy.
(7) Yang Hsin Tien, or Throne Hall of Mental Growth. In this
Palace the Emperor T’ung-Chih resided during the whole of his
reign.
(8) Hsi Hua Men, or West Gate Glorious. One of the main
entrances to the Forbidden City.
 (9) Tai Ho Tien, Throne Hall of Exalted Peace. Used only on
occasions of High ceremony, such as the accession of a new
Emperor, an Imperial birthday celebration, or the New Year
ceremonies.
(10) Shou Huang Tien, or Throne Hall of Imperial Longevity. In this
building the reigning sovereign unrolls on the day of the New Year
the portraits of deceased Emperors, and pays sacrifice to them.
(11) Hsi Yüan Men, Western Park Gate. It is through this that the
Grand Council and other high officials pass to audience when the
sovereign is in residence at the Lake Palace.
(12) At this gate the Emperor was wont to await, humbly kneeling,
the arrival of the Old Buddha on her way to or from the Summer
Palace.
(13) The Altar of Silkworms, at which the Empress Consort must
sacrifice once a year, and where the Old Buddha sacrificed on
occasion.
(14) A Lama Temple where the Old Buddha frequently
worshipped.
(15) Ta Hsi Tien. The Temple of the Great Western Heaven. A
famous Buddhist shrine built in the reign of the Emperor Kang Hsi.
(16) The Old Catholic Church built within the Palace precincts by
permission of the Emperor Kang-Hsi. It was converted by the
Empress Dowager into a Museum in which was kept the collection of
stuffed birds made by the missionary Père David. Eye-witnesses of
the siege of the French Cathedral in 1900 have stated that the
Empress and several of the ladies of the Court ascended to the roof
of this building to watch the attack on the Christians; but it is not
likely that they exposed themselves for any great length of time in
what must have been a dangerous position.
(17) Tzu Kuang Ko: Throne Hall of Purple Effulgence. The building
in which the Emperor is wont to receive, and entertain at a banquet,
the Dalai and Panshen Lamas and certain feudatory chiefs. Before
1900, Foreign Envoys were also received here.
 (18) Ching Cheng Tien, or Throne Hall of Diligent Government.
Used for the audiences of the Grand Council when the Court was in
residence at the Lake Palace.
(19) Li Yüan Tien: Throne Hall of Ceremonial Phœnixes. Part of
the Empress Dowager’s new Palace, built for her in the early years
of Kuang Hsü’s reign. Here she received birthday congratulations
when resident at the Lake Palace, and here she gave her valedictory
audience, just before her death.
(20) Ying Tai, or Ocean Terrace, where the Emperor Kuang Hsü
was kept under close surveillance after the coup d’état in 1898, and
which he never left (except on one occasion when he attempted to
escape) between September 1898 and March 1900. By means of a
drawbridge, this Ocean Terrace was made a secure place of
confinement. After the return of the Court in 1902, His Majesty lived
here again, but under less restraint, and it was here that he met his
death.
(21) At this point stood the high mound which Her Majesty is
reported to have ascended on the night of 13th June, 1900, to watch
the conflagrations in various parts of the city.
(22) The White Pagoda, built in the time of the Yüan dynasty (circa
1290 a.d.), when the artificial lake was also made.
(23) Wan Shou ssŭ, the Temple of Imperial Longevity. Here the
Empress was accustomed to sacrifice on her journeys to and from
the Summer Palace.
(24) The residence of Ching Shan, where the Diary was written.
(25) The residence of Wen Lien, Comptroller of the Household and
friend of Ching Shan.
(26) Residence of Jung Lu.
(27) Place of the Princess Imperial, the daughter of Prince Kung,
whom the Empress Dowager adopted.
(28) Birthplace of the present infant Emperor, Hsüan T’ung, son of
Prince Ch’un and grandson of Jung Lu. In accordance with
prescribed custom, it will be converted into a shrine.
 (29) Birthplace of H.M. Kuang Hsü. Half of this building has been
converted into a shrine in honour of His Majesty, and the other half
into a memorial temple to the first Prince Ch’un, grandfather of the
present infant Emperor.
(30) Pewter Lane, where Yehonala was born.
(31) Palace of Duke Chao, younger brother of Tzŭ Hsi.
(32) Palace of Duke Kuei Hsiang, elder brother of Tzŭ Hsi and
father of the present Empress Dowager.
(33) At this point was erected the scaffolding from which guns
were trained on the Legations. The soldiers on duty here were
quartered in the house of Ching Shan.
(34) The execution ground where were put to death the Reformers
of 1898 and the Ministers who, in 1900, protested against the attack
on the Legations.
(35) The residence, in 1861 of Tsai Yüan, hereditary Prince Yi,
who was put to death by Tzŭ Hsi for usurping the Regency.
(36) Residence of Tuan Hua, the Co-Regent with Tsai Yüan, also
allowed to commit suicide in 1861.
(37) The Imperial Clan Court, in which is the “Empty Chamber,”
where the usurping Princes met their death.
(38) Residence of the “Beileh” Tsai Ying, son of Prince Kung,
cashiered for complicity in the Boxer rising.
(39) The site of the Chan-Ta-ssu, a famous Lama Temple,
destroyed by the French in 1900 for having been a Boxer drilling
ground.
(40) Residence of the Chief Eunuch, Li Lien-ying.
(41) Now the Belgian Legation premises, but formerly the
residence of the Boxer protagonist, Hsü T’ung, that fierce old
Imperial Tutor whose ambition it was to have his cart covered with
the skins of foreign devils.
 (42) The Imperial Canal, by way of which the Old Buddha used to
proceed in her State barge to the Summer Palace.
(43) The graves of the Empress Dowager’s parents. They are
adorned with two marble pillars, bearing laudatory inscriptions.
(44) Here was erected the temporary railway station at which the
Empress alighted on her return from exile.
(45) In the north-west corner of the enceinte of the Chien Men, a
shrine at which the Empress Dowager and the Emperor sacrificed to
the tutelary god of the dynasty (Kuan Yü), the patron saint of the
Boxers.
(46) At this point many Christians were massacred on the night of
13th June, 1900.
(47) Palace of Prince Chuang, the Boxer leader, mentioned by
Ching Shan as the place where the Christians were tried.
(48) Residence of Yüan Ch’ang, where he was arrested for
denouncing the Boxers.
(49) Residence of the Grand Secretary, Wang Wen-shao.
(50) Residence of Yang Li-shan, the President of the Board of
Revenue, executed by order of Prince Tuan.
(51) Residence of Duke Lan, the Boxer leader. At present
occupied by Prince Pu Chün, the deposed Heir to the Throne and a
most notorious reprobate.
(52) Tzŭ Ning Kung, or Palace of Maternal Tranquillity, where the
Empress Dowager Tzŭ An resided during most of the years of the
Co-Regency.
(53) Chang Ch’un Kung, or Palace of Perpetual Spring, where Tzŭ
Hsi resided during the reign of T’ung-Chih.
(54) Residence of the actors engaged for Palace performances.
(55) The Nei Wu Fu, or Imperial Household Department Offices.
(56) The Taoist Temple (Ta Kao Tien), where the Emperor prays
for rain or snow.
 (57), (58) In these two Palaces resided the chief Imperial
concubines. After Tzŭ Hsi’s resumption of the Regency in 1898,
Kuang Hsü and His Consort occupied small apartments at the back
of her Palace, on the brief visits of the Court to the Forbidden City.
(59) Chung Ho Tien, or Throne Hall of Permanent Harmony. Here
H.M. Kuang Hsü was arrested in September 1898 and taken away to
confinement in the “Ocean Terrace.”
 I
THE PARENTAGE AND YOUTH OF YEHONALA

The family of Yehonala, one of the oldest of the Manchu clans,

traces its descent in direct line to Prince Yangkunu, whose daughter
married (in 1588) Nurhachu, the real founder of Manchu rule in
China and the first direct ancestor of the Ta Ching Emperors.
Yangkunu was killed at Mukden in 1583, in one of his raids upon the
territories which still owed allegiance to the degenerate Chinese
sovereign Wan Li. His clan lived and flourished in that region, near
the Corean border, which is dominated by the Long White Mountain,
the true cradle of the Manchu stock. He and his people seem to have
acquired the arts of war, and much lust of conquest, by constantly
harassing the rich lands on their ever-shifting borders, those rich
lands which to-day seem to be about to pass under the yoke of new
invaders. Yangkunu’s daughter assumed the title of Empress by right
of her husband’s conquests, and her son it was who eventually
wrested the whole of Manchuria from the Ming Dynasty and reigned
under the name of Tien-Ts’ung.
Into this clan, in November 1835, was born Yehonala, whose life
was destined to influence countless millions of human beings,
Yehonala, who was to be thrice Regent of China and its autocratic
ruler for over half a century. Her father, whose name was Hui Cheng,
held hereditary rank as Captain in one of the Eight Banner Corps.
Considering the advantages of his birth, he was generally accounted
unsuccessful by his contemporaries; at the time of his death he had
held no higher post than that of an Intendant of Circuit, or Taotai.
Holding this rank in the province of Anhui, he died when his daughter
was but three years of age. His widow and family were well cared for
by a kinsman named Muyanga, father of her who subsequently
became Empress Consort of Hsien-Feng and Co-Regent with