De Dynamics of the HRD Profession in Europe

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De Dynamics of the HRD Profession in Europe

• Prof. Dr. Wim J. Nijhof
• University of Texas at Tyler

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The classic roles of the ASTD in the 1980s

• Marketeer
• Needs analyst
• Researcher
• HRD materials Developer
• Organisation chnage agent
• Instructor
• Program designer

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Classic roles ASTD 1980s

• HRD manager
• Administrator
• Individual career advisor
• Evaluator

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Motive for European studies

• The unknown field in the 1980s
• Description HRD in The Netherlands(1986)
• De necesstity of HRD training and education at
  the university level
• The American dominance

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Approach

• Research, mainly descriptive and exploratory
• Training of young professionals
• Professionalisation by associations
• Netwerking
• International development and exchange A HRD,
  ASTD, ISPI

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Code for the Dutch( NVVO) Professional

• Development of professional expertise
• Up to date knowledge
• Being able to take action on the basis of best
  knowledge and skills

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Challenges for the profession

• Organisational Learning
• Globalising
• Knowledge as a commodity
• Custumization vs bulk production
• Self organized learning
• Lifelong Learning
• Employability and flexibility

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International trends

• Phillips Trend study (1998)
• ICT
• Effectiviness of training
• Effects of training
• Cost benefit analyses (ROI)
• Mogelijk Learning to Learn

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ICT and knowledge society

• Cost effectiveness
• Instructional quality
• Individualising of training
• Decentralisisation of training
• Always available

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New roles

• Knowledge manager
• Coach
• Buyer of training
• Competence/knowledge manager
• Quality manager
• Entrepeneur

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Trends als treatment

• 1993 NVVO research HRD roles and profiles
• Trends
• 1999 NVVO research new HRD profiles

Trends
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Core concepts

• Roles
• Competency/competence
• Output

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Resultaten

• 70 of the respondents is trainer (1999)
• In 1993 51
• Outsourcing of training?
• Less training design
• Less research
• Less evaluation

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Outputs

• Communication is more important
• Communicative competence more relevant
• Imagobuilding (70)
• Orrganising contracts (69)
• More qualitative evaluation and advice (66)

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Competencies (ranking)

• Communicative competencies
• Intellectual Competencies
• Professional and technical Competencies
• Business Competencies

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Back to the future

• Conclusie
• The professional trainer
• Aged on average 40 years
• 8 years of experience
• Classical training in a classroom

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The dynamics

• ICT
• Intranet 45
• Internet 59
• CD rom/mm 51
• COO via CDROM 51
• Overige ca 11 (o.a. EPPS)

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The dynamics

• Learning organisation or organisational learning?
• Work and knowledge intensity?
• Just in time knowledge and just enough?
• Learning to learn?
• Measuring effects of training?
• ICT in learning processes?
• Community of practice(s)
• From training to workplace learning

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The future

• Levenslang leren
• Employability
• Flexibility
• High skills-Low wages-High workplaces?
• Bumping down?

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Strategic role of HRD practitioner

• Broadening of competencies
• From practitioner to scholar?
• Building on valid knowledge/evidence based
• Less routine, more innovation?
• Enlarging evaluative en theoretical competence
  quantitative and qualitative

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NVVO

• Integration of HRM and HRD
• Fostering economical thinking
• Raise evaluative potential of the population
• Foster scientific reflection
• Fight against mythes,non professionals and
  nonsense

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