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1.      http://shodhganga.inflibnet.ac.in/bitstream/10603/109588/5/05_chapter%201.pdf

2.      https://www.slideshare.net/kosha_nair/hrd-17307047

3.      http://www.yourarticlelibrary.com/human-resource-development/human-resource-development-features-scope-and-objectives/32371

4.      http://www.businessdictionary.com/definition/human-resource-management-HRM.html

5.      https://www.managementstudyguide.com/human-resource-development.htm

6.      https://bizfluent.com/info-7737165-history-human-resource-development.html

7.      Human Resource Development (2009). David Mankind. New York

8.      Human Resource Management. (2011). C.B. Gupta. Noida

9.      Human Resource Management (2007). Chitra Naik. Chennai

10.   Personnel and Human Resource Management (2012). P. Rao

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Functions of Human Resource Management HRM

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An animated timeline of the history of HR

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Did you know that the eight hour work shift had its origins in India? Or that Maternity benefit was first introduced by Tata Steel? Watch this animated video to find out more about the evolution of HR and its key milestones.

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6. Emergence of Human Resource Development

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6. Emergence of Human Resource Development

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During the 1960s & 1970s, professional trainers realized that their role extended beyond the training classroom. The move toward employee involvement in many organization required trainers to coach & counsel employees. Training & development (T & D) competencies therefore expanded to include interpersonal skills such as coaching, group process facilitation, & problem solving. This additional emphasis on employee development inspired the ASTD to rename itself as the American Society for Training & Development (ASTD). The 1980s saw even greater chances affecting the T & D field. At several ASTD national conferences held in the late 1970s & early 1980s, discussions centered on this rapidly expanding profession.

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5. The Establishment of the training profession 

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5. The Establishment of the training profession 

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With the outbreak of World War II, the industrial sector was once again asked to retool its factories to support war efforts. As with World War I, this initiative led to the establishment of new training programs within larger organizations & unions, the federal government established the Training Within Industry (TWl) Serviced to coordinate training programs across defence related industries. TWI also trained company instructors to teach their programs at each plant. By the end of the war, company instructors to teach their programs at each plant.

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One of the undesirable by-products of the factory system was the frequent abuse of unskilled workers, including children, who were often subjected to unhealthy working conditions, long hours, & low pay. The appalling conditions spurred a national antifactory campaign. Led by Marry Parker Follett & Lillian Gilbreth, the campaign gave rise to the "human relations" movement advocating more humane working conditions. Among other things, the human relations movement provided a more complex & realistic understanding of workers as people instead of merely "cogs" in a factory machine. The movement continued into the 1940s, with World War II as a backdrop Abraham Maslow published his theory on human needs, stating that people can be motivated by both economic & non-economic incentives. He proposed that human needs are arranged in terms of lesser to greater potency (Strength) and distinguished between lower order (basic survival) & higher order (pscylogical) needs. Theories like Maslow's serve to reinforce the notion that the varied needs & desires of workers are important sources of motivation in the work place.

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With the advent of the Industrial Revolution during the late 1800s, machines began to replace the hand tools of the artisans. "Scientific" management principles recognized the significant role of machines in better & more efficient production systems. Specially, semiskilled workers using machines could produce more than the skilled workers in small craft shops. This marked the beginning of factories as we know them today. Factories made it possible to increase the production by using machines & unskilled workers, but they also created a significant demand for the engineers, machinists, & skilled mechanics needed to design, build, & repair the machines. Fuelled by rapid increase in the number of factories, the demand for skilled workers soon outstripped the supply of vocational school’s graduates. To meet this demand, factories created mechanical & machinist training programme, which were referred to as factory schools.

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2.  Early Vocational Educational Programs 

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2.  Early Vocational Educational Programs 

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In 1809, a man named Dewitt Clinton founded the first recognized privately funded vocational school, also referred to as a manual school, in New York City. The purpose of the manual school was to provide occupational training to unskilled young people who were unemployed or had criminal records. Manual schools grew in popularity, particularly in the Midwestern states, because they were public solution to social problems: what to do with ": misdirected" youth. Regardless of their intent, these early forms of occupational training established a prototype for vocational education

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1.     Early Apprenticeship Training Programs

The origins of HRD can be traced to apprenticeship programs in the eight centuries. During this time, small shops operated by skilled artisans produced virtually all household goods such as furniture, clothing, & shoes. To meet the growing demands for their products, craft shop owners had to employ additional workers. Without vocational or technical schools, the shopkeepers had to educate & train their workers. For little or no wages, these trainees. or apprentices, learned the craft of their master, usually working in the shop for several years until they became proficient in their trade. Not limited to skilled trades, the apprenticeship model was also followed in the training of physicians, educators & attorneys. Even as late as the 1920s, a person apprenticing in a law office could practice law after passing a state supervised exam.

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During the last decades of the 20th century, supervisors began to focus on bringing organizational and individual employee goals closer together. To do this, managers strove to make work meaningful. Upper management gave human resources professionals the responsibility of optimizing employee skills to create a more valuable, skilled workforce. This trend has prevailed into the 21st century, with human resource departments emphasizing skill development and training for employees.

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By the 1960s, managers and researchers realized that just because an employee has better working conditions does not mean he will work harder. Instead, a new theory emerged. Both bosses and social scientists concluded that each worker has individual needs and requires a more personalized form of motivation in order to produce more. Businesses began treating employees as assets or resources, which needed cultivation and encouragement in order for the company to succeed.

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World War I brought about huge changes in the labour market. After World War I, the government and businesses realized that employees would no longer contribute to the economy if mistreated. In 1928, social scientist Elton Mayo began researching the effect of better working conditions on employees. Not surprisingly, workers under improved conditions produced more. Mayo discovered that under better conditions, employees worked as a team and generated a higher output. He promoted stronger human relations between subordinates and supervisors, which he called “the Human Relations movement.”

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In the late 18th century, Europe and America’s economies shifted from agriculture to manufacturing. Inventors developed mechanisms to speed up production. However, mechanization led to injuries, a monotonous work environment and low wages in favour of more efficient production. Some employers realized productivity correlated strongly to worker satisfaction and attempted to improve training and salary.

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As human civilization continued to develop, so did the desire to improve employee performance and knowledge. Historians have found evidence of employment screening exams dating back to 1115 B.C. in China. The ancient Greeks and Babylonians created the apprenticeship system, which trained entry level employees in a particular trade. Apprenticeships continued well into the Middle Ages.

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The importance of human resources was recognised as early as 400 B.C. by our saints in the Purans and Vedas. Later on, the classical economists also concurred with the viewpoint that of all the resources required for the development of any organisation, be it a firm, society or a nation as a whole, human resources are the most significant. The significance gets amplified because human beings are not only the producers of goods and services but also the consumers of those goods and services. Barring human capital, all other resources required for production of goods and services i.e. land, machinery, money etc. are incapable of producing on their own. It is the human capital that mobilizes all these factors and to bring out resultant output.

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1.  “Human resource development includes training an individual after he/she is first hired, providing opportunities to learn new skills, distributing resources that are beneficial for the employee's tasks, and any other developmental activities.”

2.  According to South Pacific Commission ‘human resource development is equipping people with relevant skills to have a healthy and satisfying life’

3.  According to M.M. Khan, "Human resource development is the across of increasing knowledge, capabilities and positive work attitudes of all people working at all levels in a business undertaking."

4.   According to Leonard Nadler, "Human resource development is a series of organised activities, conducted within a specialised time and designed to produce behavioural changes."

5.   According to Watkins, ‘human resource development is fostering long-term work-related learning capacity at individual, group and organizational level’.

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The field of Human Resource Development encompasses several aspects of enabling and empowering human resources in organization.

Development refers to a process of active learning from experience-leading to systematic and purposeful development of the whole person, body, mind, and spirit. Thus, HRD is the integrated use of training, organizational and career development efforts to improve individual, group, and organizational effectiveness.

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Introduction To Human Resource Development

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Introduction To Human Resource Development

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Human Resource Development is the part of human resource management that specifically deals with training and development  of the employees in the organization. Human Resource Development (HRD) is the framework for helping employees develop their personal and organizational skills, knowledge, and abilities. It is the process by which an organization adds value to their organization by adding value to their employees. Professional education, career training, growth opportunities, and knowledge of government regulations are all ways in which organizations develop their employees.