View
214
Download
0
Category
Tags:
Preview:
Citation preview
De Dynamics of the HRD Profession in
EuropeProf. Dr. Wim J. NijhofProf. Dr. Wim J. Nijhof
University of Texas at TylerUniversity of Texas at Tyler
The classic roles of the ASTD in the 1980s MarketeerMarketeer Needs analystNeeds analyst ResearcherResearcher HRD materials DeveloperHRD materials Developer Organisation chnage agentOrganisation chnage agent InstructorInstructor Program designerProgram designer
Classic roles ASTD 1980s
HRD managerHRD manager AdministratorAdministrator Individual career advisorIndividual career advisor EvaluatorEvaluator
Motive for European studies
The unknown field in the 1980sThe unknown field in the 1980s Description HRD in The Netherlands(1986)Description HRD in The Netherlands(1986) De necesstity of HRD training and De necesstity of HRD training and
education at the university leveleducation at the university level The American dominanceThe American dominance
Approach
Research, mainly descriptive and Research, mainly descriptive and exploratoryexploratory
Training of young professionalsTraining of young professionals Professionalisation by associations Professionalisation by associations NetwerkingNetwerking International development and exchange A International development and exchange A
HRD, ASTD, ISPIHRD, ASTD, ISPI
Code for the Dutch( NVVO) Professional Development of professional expertiseDevelopment of professional expertise Up to date knowledgeUp to date knowledge Being able to take action on the basis of Being able to take action on the basis of
best knowledge and skillsbest knowledge and skills
Challenges for the profession
Organisational LearningOrganisational Learning GlobalisingGlobalising Knowledge as a commodityKnowledge as a commodity Custumization vs bulk productionCustumization vs bulk production Self organized learningSelf organized learning Lifelong LearningLifelong Learning Employability and flexibilityEmployability and flexibility
International trends
Phillips: Trend study (1998)Phillips: Trend study (1998) ICTICT Effectiviness of trainingEffectiviness of training Effects of trainingEffects of training Cost benefit analyses (ROI)Cost benefit analyses (ROI) Mogelijk: Learning to LearnMogelijk: Learning to Learn
ICT and knowledge society
Cost effectivenessCost effectiveness Instructional qualityInstructional quality Individualising of trainingIndividualising of training Decentralisisation of trainingDecentralisisation of training Always availableAlways available
New roles
Knowledge managerKnowledge manager CoachCoach Buyer of trainingBuyer of training Competence/knowledge manager Competence/knowledge manager Quality managerQuality manager EntrepeneurEntrepeneur
Trends als treatment
1993: NVVO research HRD roles and profiles1993: NVVO research HRD roles and profiles
TrendsTrends
1999: NVVO research new HRD profiles1999: NVVO research new HRD profiles
Trends
Resultaten
70% of the respondents is trainer (1999)70% of the respondents is trainer (1999) In 1993 51%In 1993 51% Outsourcing of training?Outsourcing of training?
Less training designLess training design Less researchLess research Less evaluationLess evaluation
Outputs
Communication is more importantCommunication is more important Communicative competence more relevantCommunicative competence more relevant Imagobuilding (70%)Imagobuilding (70%) Orrganising contracts (69%)Orrganising contracts (69%) More qualitative evaluation and advice More qualitative evaluation and advice
(66%)(66%)
Competencies (ranking)
Communicative competenciesCommunicative competencies Intellectual CompetenciesIntellectual Competencies Professional and technical CompetenciesProfessional and technical Competencies Business CompetenciesBusiness Competencies
Back to the future
Conclusie:Conclusie: The professional trainerThe professional trainer Aged on average 40 yearsAged on average 40 years 8 years of experience8 years of experience Classical training in a classroomClassical training in a classroom
The dynamics
ICTICT Intranet 45%Intranet 45% Internet 59%Internet 59% CD rom/mm 51%CD rom/mm 51% COO via CDROM 51%COO via CDROM 51% Overige ca 11% (o.a. EPPS)Overige ca 11% (o.a. EPPS)
The dynamics
Learning organisation or organisational learning?Learning organisation or organisational learning? Work and knowledge intensity?Work and knowledge intensity? ““Just in time” knowledge and “just enough?”Just in time” knowledge and “just enough?” Learning to learn?Learning to learn? Measuring effects of training?Measuring effects of training? ICT in learning processes?ICT in learning processes? Community of practice(s)Community of practice(s) From training to workplace learningFrom training to workplace learning
The future
Levenslang lerenLevenslang leren EmployabilityEmployability FlexibilityFlexibility High skills-Low wages-High workplaces?High skills-Low wages-High workplaces? Bumping down?Bumping down?
Strategic role of HRD practitioner Broadening of competenciesBroadening of competencies From practitioner to scholar? From practitioner to scholar? Building on valid knowledge/evidence Building on valid knowledge/evidence
basedbased Less routine, more innovation?Less routine, more innovation? Enlarging evaluative en theoretical Enlarging evaluative en theoretical
competence; quantitative and qualitativecompetence; quantitative and qualitative
NVVO
Integration of HRM and HRDIntegration of HRM and HRD Fostering economical thinkingFostering economical thinking Raise evaluative potential of the populationRaise evaluative potential of the population Foster scientific reflectionFoster scientific reflection Fight against mythes,non professionals and Fight against mythes,non professionals and
nonsensenonsense
Recommended