De Dynamics of the HRD Profession in Europe

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

Core concepts

Roles Roles Competency/competence Competency/competence OutputOutput

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