The CIPD offers a definition of the HRD profession as consisting of those who ‘build individual and organisational capability and knowledge to meet current and strategic requirements and create a learning culture to embed capability development’ (CIPD, 2013, p. 2). While there is general agreement as to this overall goal, how this might be delivered by those working in HRD varies enormously. Professionalism in human resource management (HRM) can be described as a process of becoming an ‘organised occupation’ (this was discussed as part of the broader work of HRM in B863 The human resource professional). However, it is recognised that the HRD profession faces two particular challenges in achieving this status. First, ‘HRD activity has traditionally been classified under the headings of training, development and/or education… However, sophisticated HRD strategies extend well beyond these activities’ (Turner and El-Sawad, 2006, p. 318). Second, many other groups (such as organisational psychologists and coaches) have established a foothold in the HRD arena and can therefore stake a professional claim to HRD work.
The variety of those working in the field is recognised by the CIPD, which offers a definition of the HRD professional and defines the areas of learning and development, talent management and organisational development as areas of HRD practice (see Box 5.1).
Box 5.1: The diverse roles of HR professionals
You could be working for a company or organisation in any sector, in any industry in an L&D role such as trainer, L&D Manager, Head of L&D, talent manager, training administrator or co-ordinator, learning consultant, Head of Organisation Development. You might work in the wider HR function or team or you might be part of a separate function for learning.
Or you could be working as an associate or independent consultant… working with a number of companies and organisations on a regular basis.
Your responsibilities and capabilities are diverse too spotting, managing and developing talent; making sure individuals, teams and organisations have the right capabilities for their own success so they achieve the organisation’s goals; career management and advice; coaching and mentoring; leadership development; induction training; developing learning solutions with external suppliers, to name but a few.
In this challenging and diverse context, commentators suggest that a real test for HRD professionals is to be perceived as credible experts (Watson, 2010). This was explored by Pritchard and Fear (2015) in their research into HRD practitioners’ credibility, which you considered in Unit 3. (You may like to revisit your notes or re-read the section on ‘HR professionals and their expertise’ in ‘Credibility lost: attempting to reclaim an expert identity in an HR professional context’ (Pritchard and Fear, 2015), which is also available in your printed Reader. This is an optional activity.) Pritchard and Fear (2015) highlight the challenges facing HRD practitioners seeking to establish their own expert, professional identity within an HR department, while also touching on the issues that pertain to managing and maintaining their credibility with other stakeholders, an issue you will return to later. The next activity explores the historical development and changing nature of the HRD profession in the UK. In the second part of the activity you will have the opportunity to review international differences in HRD roles.
