A systematic approach to HRD

Chapter 5
Mankin: Human Resource
Development
The systematic training cycle (STC)
 Systematic Training

• T&D is managed systematically by professionals who

design and deliver all training for the organisation.
• The ‘expert’ trainer has responsibility for formally
assessing training needs.
• There are programmes of training which take place
‘off-the-job’ and are conducted by professional
trainers.
• The final T&D provision is evaluated by professional
trainers.

Source: Gibb, 2002

 Criticisms of the STC

• Too mechanistic;
• Too inflexible;
• Too time-consuming;
• Too reliant on the role of the trainer;
• Limited input by other stakeholders;
• Can be counter-intuitive in some
situations.
The systematic training cycle
emphasising learning
 The HRD cycle

The HRD cycle builds on the systematic

training cycle (STC) by providing a
methodical step-by-step approach to the key
stages in developing HRD interventions that
span learning and development, career
development and lifelong learning, and
organisation development and organisational
knowledge and learning.
The HRD cycle
 Stage 1
• This “is seen as the foundation to strong
human resource development (HRD)
practice” (Roberts, 2006: 476).
• It operates at three levels: strategic,
operational and individual.
• The strategic level requires HRD practitioners
to produce an organisational analysis of HRD
needs (i.e. organisational strategy,
performance problems and gaps, the
implications of HR plans, career needs).
 Stage 2
• Requires the ability to design a range of
interventions (e.g. OD projects; learning and
development programmes; workshops or
courses which address specific training
needs; career development seminars).
• Factors that need to be taken into account
include: objectives, entry behaviour, budget,
implementation methodology, time
constraints, evaluation methodology).
 Stage 3

• Technical expertise of HRD practitioner is

critical;
• Good delivery skills;
• Good project management skills;
• Good interpersonal skills;
• Ensuring physical environment being used is
fit-for-purpose.
 Stage 4

• Type 1 evaluation: this is at the level of the

intervention (e.g. Kirkpatrick’s 4 levels:
reaction, learning, behaviour or performance,
and results).

• Type 2 evaluation: this is at the level of the

HRD function (e.g. balance scorecard, return
on investment).
 Stage 4
“Before learning can be translated into value
for the organisation, it must be applied to the
job. Unfortunately, many employees are left
on their own immediately after participating in
an intervention. Management’s failure to
assist in integrating change, skills, or
knowledge on the job causes confusion and
frustration on both sides. Consequently,
much of the change is lost” (Gilley et al, 2002:
351).