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Human Resource Development (HRD) should strive to contribute the host organization's goals. The host organization is a purposeful system that must attain effective and efficient goals. It is the responsibility of HRD to focus on those goals as well as individual employee goals.

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To gain an understanding of the HRD sub-system, the goals of the larger system in which it operates should be considered. If HRD is to be aligned with the goals and strategies of the organization, then it follows that HRD should be concerned with maintaining and/or improving performance at the organizational, process and individual levels.

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If an organization's mission and goals do not fit the reality of it's culture and this is resulting in sub-optimized performance, HRD could attempt to solve this performance problem through a structured intervention in a couple of ways.

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Swanson defines HRD as a process of developing and/or unleashing human expertise through organizational development and personnel training. It is apparent that the outcome of HRD is performance improvement. It should be equally apparent that learning is a core component if HRD.

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In HRD, balance practices lead to the most effective adult learning. When learning is required, performance will be compromised if effective adult learning principles are not incorporated. However learning will also be compromised without an emphasis on performance principles.

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Adult learning plays an important role in most matrix cells. If HRD is to change culture, then the principles and practices of adult learning will play an important role as employees develop and learn new norms. One important strategic role for HRD is to build the organization's strategic capability. Adult learning is critical to maintain the performance of an existing system.

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The Premise of Individuals Controlling Their Own Learning

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The Premise of Individuals Controlling Their Own Learning

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It must be recognized that the core assumptions of andragogy do not raise learner self-directedness to the same high level as has been proposed by many AE theorists. Adult education suggests that the purpose of learning should be to develop self directed learning capacity in adults. HRD shares concerns for a humanistic workplace, has adult learning as one of it's core components, but also embraces organizational performance theory.

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The Phases of the Adult Learning Planning Process

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The Phases of the Adult Learning Planning Process

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Adult learning is defined as the process of adults gaining knowledge and expertise. The four phases are: Need, Create, Implement and Evaluate.
At the Need phase: adults who exhibit control will fully determine the learning needs required to achieve their personal goals.

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Knowles, Malcom (1981), p.165-181. The Adult Learner

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The Phases of the Adult Learning Planning Process

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The Phases of the Adult Learning Planning Process

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The second phase Create and third phase Implement: It creates a strategy and the resources to achieve a learning goal and to implement the learning strategy using the learning resources.
The final phase Evaluate: the learner should be asking the evaluation questions. The questions are focused on learning outcomes.