Page xii Quality control and quality assurance Quality awards Total quality training and development Conclusion 21.Accounting for the Human Resource Development Function Chris Wiltsher Introduction and learning objectives 4 The need for formal accounting Costing Auditing Conclusion Section Six:Managing the Human Resource Development Function 22.Managing the Human Resource Development Function 490 Pete Sayers Introduction and learning objectives Management and leadership of the HRD function Control and facilitation-coaching and supportiveness Principles and values Strategic vs operational decision-making Further points for managers of a team of HRD professionals Conclusion 23.Marketing Human Resource Development Jennifer Joy- 490 Matthews,Ian Andrews and Richard Firth Introduction and learning objectives Why market? Who and where are the customers and how do we know what 458 they need? How do we reach the customers? How do we keep the customers? Evaluating the whole marketing process The way forward,or what you can do 24.Supporting Learning in the Third Millennium Rita Johnston Introduction and learning objectives The nature of trends and predictions Life and work in the third millennium Society and work in the third millennium Learning needs in the third millennium The HRD manager in the third millennium
Page xii Quality control and quality assurance 404 Quality awards 405 Total quality training and development 409 Conclusion 490 21. Accounting for the Human Resource Development Function Chris Wiltsher 417 Introduction and learning objectives 417 The need for formal accounting 418 Costing 422 Auditing 428 Conclusion 432 Section Six: Managing the Human Resource Development Function 22. Managing the Human Resource Development Function Pete Sayers 490 Introduction and learning objectives 435 Management and leadership of the HRD function 437 Control and facilitation–coaching and supportiveness 441 Principles and values 443 Strategic vs operational decision-making 445 Further points for managers of a team of HRD professionals 451 Conclusion 452 23. Marketing Human Resource Development Jennifer JoyMatthews, Ian Andrews and Richard Firth 490 Introduction and learning objectives 455 Why market? 546 Who and where are the customers and how do we know what they need? 458 How do we reach the customers? 462 How do we keep the customers? 468 Evaluating the whole marketing process 469 The way forward, or what you can do 472 24. Supporting Learning in the Third Millennium Rita Johnston 475 Introduction and learning objectives 475 The nature of trends and predictions 477 Life and work in the third millennium 478 Society and work in the third millennium 482 Learning needs in the third millennium 484 The HRD manager in the third millennium 490
Summary-the importance of sustainability 493 Bibliography 495 Index 519
Summary –the importance of sustainability 493 Bibliography 495 Index 519
Page xii List of Figures Figure 1.1 The role of the HRD department within the internal 14 and external environment Figure 1.2 The human resource compass Figure 2.1 The classic training cycle Figure 2.2 Business objectives within a training cycle (adapted 689 from Winter,1995) Figure 2.3 Strategy and HRD 34 Figure 2.4 A strategic HRD approach Figure 2.5 Value chain boundaries Figure 6.1 The education,training and development economic 97 spiral Figure 8.1 A simple model of a performance management 142 system Figure 8.2 Combining HRM and HRD 151 Figure 8.3 Competence-based model of performance 152 management Figure 8.4 Appraiser preparation(from a model originally used 156 by the former Bradford and Airedale College of Health-now the University of Bradford School of Health Studies) Figure 8.5 Appraisee preparation 15Z Figure 9.1 The four roles of a consultant,after Margerison 173 (1995:5) Figure 10.1 Levels of competence 190 Figure 10.2 Kolb's experiential learning cycle 191 Figure 10.3 Bloom et a/s taxonomy of learning 199
Page xiii List of Figures Figure 1.1 The role of the HRD department within the internal and external environment 14 Figure 1.2 The human resource compass 16 Figure 2.1 The classic training cycle 28 Figure 2.2 Business objectives within a training cycle (adapted from Winter, 1995) 29 Figure 2.3 Strategy and HRD 34 Figure 2.4 A strategic HRD approach 38 Figure 2.5 Value chain boundaries 39 Figure 6.1 The education, training and development economic spiral 97 Figure 8.1 A simple model of a performance management system 142 Figure 8.2 Combining HRM and HRD 151 Figure 8.3 Competence-based model of performance management 152 Figure 8.4 Appraiser preparation (from a model originally used by the former Bradford and Airedale College of Health–now the University of Bradford School of Health Studies) 156 Figure 8.5 Appraisee preparation 157 Figure 9.1 The four roles of a consultant, after Margerison (1995: 5) 173 Figure 10.1 Levels of competence 190 Figure 10.2 Kolb's experiential learning cycle 191 Figure 10.3 Bloom et al's taxonomy of learning 199
Page xiv Figure 11.1 Maslow's hierarchy of needs Figure 11.2 Critically analysing experience Figure 11.3 The learning spiral Figure 12.1 Single-loop learning Figure 12.2 Double-loop learning Figure 13.1 The diversity progression 244 Figure 13.2 Managing diversity:pressures forcing action by 245 employers Figure 14.1 The teaching-learning system continuum 271 Figure 15.1 Design and sequencing of training methods 292 Figure 17.1 The communication process 331 Figure 17.2 Factors that contribute to effective interaction 332 between L1 and L2 speakers Figure 19.1 The training wheel 381 Figure 20.1 The EFQM/BQF award assessment model:people, 407 processes and results Figure 20.2 Overview of the Investors in People standard 412-13 Figure 20.3 The TQM process 414 Figure 22.1 Management and leadership-two concepts linked 437 in overlapping circles Figure 22.2 The relationship between role power and personal 442 power Figure 22.3 Blanchard et a/s(1986)situational leadership 442 with Sayers and Matthew's mapping of role power and personal power Figure 22.4 Three tiers of operation for HRD Figure 24.1 Twenty current buzzwords in training and development
Page xiv Figure 11.1 Maslow's hierarchy of needs 211 Figure 11.2 Critically analysing experience 213 Figure 11.3 The learning spiral 214 Figure 12.1 Single-loop learning 226 Figure 12.2 Double-loop learning 226 Figure 13.1 The diversity progression 244 Figure 13.2 Managing diversity: pressures forcing action by employers 245 Figure 14.1 The teaching–learning system continuum 271 Figure 15.1 Design and sequencing of training methods 292 Figure 17.1 The communication process 331 Figure 17.2 Factors that contribute to effective interaction between L1 and L2 speakers 332 Figure 19.1 The training wheel 381 Figure 20.1 The EFQM/BQF award assessment model: people, processes and results 407 Figure 20.2 Overview of the Investors in People standard 412–13 Figure 20.3 The TQM process 414 Figure 22. 1 Management and leadership–two concepts linked in overlapping circles 437 Figure 22.2 The relationship between role power and personal power 442 Figure 22.3 Blanchard et al's (1986) situational leadership with Sayers and Matthew's mapping of role power and personal power 442 Figure 22.4 Three tiers of operation for HRD 445 Figure 24.1 Twenty current buzzwords in training and development 479
Page xvi List of Case Studies Chapter 2 Value chain for the Unipart Group of Companies 3 The Unipart Group of Companies(UGC)Ltd 39 Chapter 3 People management and business performance 'Managing People'training for oil industry engineers in East Asia/Australia 5 Chapter 4 Training and change in an Irish pharmaceutical company 71 Chapter 5 Improvement teams in a Dutch electronics company Work-based learning projects in a night school 8 Chapter 6 Bahrain model for boosting training and human resources 3 Institutional development of local NGOs in Mali,West Africa 10 Development in Malaysia 109
Page xvi List of Case Studies Chapter 2 Value chain for the Unipart Group of Companies 37 The Unipart Group of Companies (UGC) Ltd 39 Chapter 3 People management and business performance 45 'Managing People' training for oil industry engineers in East Asia/Australia 52 Chapter 4 Training and change in an Irish pharmaceutical company 71 Chapter 5 Improvement teams in a Dutch electronics company 81 Work-based learning projects in a night school 83 Chapter 6 Bahrain model for boosting training and human resources 93 Institutional development of local NGOs in Mali, West Africa 106 Development in Malaysia 109