THE UNIVERSITY OF ZAMBIA

INSTITUTE OF DISTANCE EDUCATION

BACHELOR OF ADULT EDUCATION

MODULE

AED 432: HUMAN RESOURCE DEVELOPMENT

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stored in a retrieval system, or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording or
otherwise without the permission of the University of Zambia, Institute
of Distance Education.

Inquiries concerning reproduction or rights and requests for additional

training materials should be addressed to:

The Director

Institute of Distance Education

The University of Zambia

P. O. Box 32379

Lusaka

Zambia

Tel: +211 290719

Fax: +211 253952

E-mail: [email protected]

Website: www.unza.zm

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT 7
MODULE STRUCTURE 8
INTRODUCTION 9
AIM 9
OBJECTIVES 9
ASSESSMENT 10
PRESCRIBED READINGS 10
RECOMMENDED READINGS 10
TIME FRAME 11
STUDY SKILLS 11
NEED HELP? 11
Unit 1 13
DEFINITION OF HUMAN RESOURCE DEVELOPMENT AND RELATED
CONCEPTS. 13
1.1 Introduction 13
1.2 Objectives 13
1.3 Reflection 13
1.4 Definition of human resource development 14
1.5 Definition of training 15
1.6 Definition of education 15
1.7 Definition of development as used in a learning situation16
1.8 Goal of human resource development 16
1.9 Challenges of human resource development 17
1.10 Summary 17
1.11 Formative Evaluation 17
1.12 References 18
UNIT 2 19
EVOLUTION OF HUMAN RESOURCE DEVELOPMENT IN ZAMBIA. 19
2.1 Introduction 19
2.2 Objectives 19
2.3 Reflection 19
2.4 Human resource development during pre-colonial period 20

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 2.5 Human resource development during colonial period 26
2.6 Human resource development during post independence
period 29
2.7 Summary 30
2.8 Formative Evaluation 31
2.9 References 31

Unit 3 32
LEARNING IN THE WORK PLACE 32
3.1 Introduction 32
3.2 Objectives 32
3.3 Reflection 32
3.4 Definition of work place 33
3.5 Definition of learning 34
3.6 Organisation development 35
3.7 Career development 36
3.8 Individual development 38
3.9 Summary 39
3.10 Formative Evaluation 40
3.11 references 40

UNIT 4 41
MANAGING HUMAN RESOURCE DEVELOPMENT FUNCTION 41
4.1 Introduction 41
4.2 Objectives 41
4.3 Roles of human resource development manager 41
4.4 Qualities and competences of human resource development
Manager 46
4.5 Summary 47
4.6 Formative Evaluation 47
4.7 References 47

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UNIT 5 48
HUMAN RESOURCE DEVELOPMENT NEEDS ASSESSMENT 48
5.1 Introduction 48
5.2 Objectives 48
5.3 Reflection 48
5.4 Definition of need 48
5.5 Classification of needs 50
5.6 Approaches to needs assessment 51
5.7 Summary 52
5.8 Formative Evaluation 52
5.9 References 53

UNIT 6 54
PROGRMME DESIGN AND EVALUATION 54
6.1 Introduction 54
6.2 Objectives 54
6.3 Definition of programme 54
6.4 Programme design procedure 55
6.5 Definition of programme evaluation 57
6.6 Purpose of programme evaluation 58
6.7 Methods of programme evaluation 59
6.8 Forms of programme evaluation 59
6.9 Summary 61
6.10 Formative Evaluation 61
6.11 References 62
UNIT 7 63
FUTURE OF HUMAN RESOURCE DEVELOPMENT IN ZAMBIA 63
7.1 Introduction 63
7.2 Objectives 63
7.3 Social, economic, political and organizational factors impacting on
human resource development for the future 63
7.4 Summary 68
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7.5 Formative Evaluation 68
7.6 References 68

MODULE SUMMARY 69
REFERENCES 71

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 ACKNOWLEDGEMENT

The University of Zambia (UNZA), Institute of Distance Education (IDE),

wishes to thank MR. ROBERM K. MEKI for writing this module, AED 432:
Human Resource Development.

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 MODULE STRUCTURE

I. Introduction

II. The Aim of the Module

III. Module Objectives (Learning outcomes)

IV. Assessment

V. Prescribed and Recommended Readings

VI. Time frame

VII. Study skills (Learning tips)

VIII. Need help?

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 INTRODUCTION

This module is designed to give you all the necessary information you
require to enable you study and complete the course in human resource
development successfully. The module is divided into seven units. Each
unit addresses some of the learning outcomes. You will be required to
complete various tasks so that you can demonstrate your competence in
achieving the learning outcomes. The module is divided into seven units
focusing on the following areas: definition of human resource
development and related concepts, evolution of human resource
development in Zambia, learning in the work place, managing human
resource function, human resource development needs assessment,
programme design and evaluation, and future of human resource
development in Zambia.

Aim

The module aims at providing you with an overview of the role and
functions of human resource development in the operations of
government, business and voluntary organisations.

Objectives

By the end of the module, you shall be able to:

(i) outline the evolution of human resource development.

(ii) describe the roles and competencies of human resource
development manager.
(iii) demonstrate skill in needs analysis, programme design and
evaluation.
(iv) identify roles and responsibilities of Human Resources
Development Manager.
(v) explain the goals and benefits of human resource
development.

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Assessment

You shall be assessed as follows in order to complete the course

successfully:

Continuous assessment - 50%

Test (1) - 15%
Short paper (1) - 15%
Long paper (1) - 20%
Final examination - 50%

Prescribed Readings

Eggland, S.A. (1985). Principles of Human Resource Development.

Addison Wesley.

Nadler, L. (1986). Human Resource Development: The Handbook of

Human Resource Development. New York. John Wiley &
sons.

Snelson, Peter (1974). Educational Development in Northern

Rhodesia 1883 – 1945. Lusaka: Kenneth Kaunda foundation.

Recommended Readings

Cole, G.A. (2005). Management Theory and Practice,

London Pitman.

Mullins, L.J. (1985) Management and Organisational Behaviour,

London. Pitman.

Rao, V.S.P., and Krishna, V.H. (2002) Management: Text and Cases,
New Delhi, Excel Books.

You may find the references provided at the module useful but you will
be expected to explore other sources of information, particularly the
internet.

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Time Frame

You are expected to spend at least 60 hours to finish studying this

module within one semester.

Study Skills

Remember to follow study tips which you have been exposed to in

studying by distance education. Here are some additional simple tips for
you to follow which will help you improve your approach to learning.

1. Establish a regular study/learning schedule

2. Write down immediately any information about this module,

which you come across from any source

3. Share reading materials and information relating to this module

with others

4. Learn to explain meaning of principles and concepts instead of

memorizing them.

5. Ask someone to proofread your work before submitting it.

Need help?

In case you encounter any problem relating to this module, please get in
touch with the Director, Institute of Distance Education, or Resident
Lecturer in your province.

All enquiries in connection with your studies should directed to:

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The Director,
Institute of Distance of Education
University of Zambia
P. O. Box 32379,
10101 Lusaka
Zambia

Coordinator, Learner Support Services (Land Cell): +260 978772248

Senior Administrative Officer
(Programme Development & Production) +260977639993

IDE Land Line: +260 211 290719

IDE Fax: +260 211 290719
IDE E-mail: [email protected]

http://www.unza.zm

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 UNIT 1

DEFINITION OF HUMAN RESOURCE DEVELOPMENT AND RELATED

CONCEPTS

1.1 Introduction

Unit 1 is intended to explain to you the meaning of human

resource development and other closely related terms, which you
shall refer to from time to time throughout your study of the
module. The unit is composed of the following six topics;
definitions of human resource development, training, education
and development. Others are goal of human resource development
and challenges of human resource development.

1.2 Objectives

By the end of studying this unit you shall be able to:

(i) define human resource development and related concepts.

(ii) apply human resource development and related concepts such
as education, training and development to real life situations.
(iii) describe challenges of human resource development

1.3 Reflection

Pause for five minutes and list all the resources which you think
are required by an organisation or individual to survive.

If you check your list you shall notice that the resources which
you identified fall under the following three broad categories:

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 (a) physical resources which consist of land, buildings,
machines, equipments, materials, etc.
(b) financial resources which comprise of cash, stocks, etc
(c) human resource

The word human resource is used simply to mean people, i.e. all
people regardless of their social/economic status, educational
attainment or appearance.

You should appreciate that the human resource, as pointed out by

L.J. Mullins (1985) “is the greatest single resource or asset
capable of working for or against the organisation”. At the same
time you should recognize that an ignorant human resource is not
an asset but a liability to an organisation. People only become
greatest resource or asset through human resource development.

1.4 Definition of Human Resource Development

The term human resource development has been defined

differently by different people. Eggland S.A. (1985), for instance,
has used the term human resource development to mean “the
preparation through learning activities of human resources for
current jobs and future work assignments as well as individual
enhancement.”

Nadler (1979) views human resource development as “organized

learning experiences intended to increase the possibility of
improved performance and enhancing individual and
organizational growth.”

Sredl and Rothwell (1987) have equally attempted to define

human resource development as “organized learning experiences
sponsored by an organisation, designed and conducted for the

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 purpose of improving work performance, while emphasizing the
betterment of human condition through integration of
organizational and individual needs.”

If you analyse the definition of human resource development by

Eggland you will notice that he is talking about the preparation of
people to behave or act as expected through training, education
and development.

1.5 Definition of Training

Training as explained by G.A. Cole (2005) is “any learning activity

which is directed at acquiring appropriate knowledge and skills for
the present job”. In other words training is task oriented, deals
with specific knowledge and skills, and is directed at meeting the
needs of current jobs.

According to John A. Niem (1989) the goal of training is “to

organise learning for people to enable them to carry out their
immediate assignments effectively and efficiently.”

1.6 Definition of Education

This term is subjected to different explanations depending on the

orientation of the people who are discussing it. According to G.A.
Cole (2005) the term education is used to refer to “any long term
learning activity directed at preparing a person for a variety of
roles” in life. It is future oriented and it focuses on meeting the
needs of people in areas such as broadening their horizon, making
them literate (knowledgeable) and preparing them for some
occupation.

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1.7 Definition of Development

The word development is used in different situations of human

endeavour. What you need to understand is that in whichever
situation the term development is applied it simply refers to
growth or progression or expansion. Nadler (1979) uses the
concept development as “a long term personal growth, not
necessarily related to a present or future job.”

If you closely follow Nadler‟s thinking in his definition, you will

appreciate that development in a learning situation implies
accumulating knowledge and skills beyond what is needed in a
current job or what will be required in some occupation in future.
The importance of development as stated by John Niemi (1989)
lies in the fact that it leads to personal fulfillment and
satisfaction. Development is achieved through both training and
education

1.8 Goal of Human Resource Development

The main goal of human resource development is to strength the

growth and survival of people and organisations by:

(a) equipping people with knowledge and skills needed to

enable them perform current or future assignments and fit
in different situations.
(b) enabling organisations to establish survivalistic behavior in
a dynamic environment. In most cases, organisations which
fail to appreciate the importance of human resource
development experience stagnation or even become
moribund.

1.9 Challenges of Human Resource Development

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 Although human resource development is desirable in human and
organizational life, its application faces the following challenges:

(a) Invisible nature of benefits

The benefits accrued from expenditure on human resource are
invisible whereas benefits derived from expenditure on physical
resources are tangible. For this reason expenditure on human
resource development has continued to be regarded as waste of
time and financial resources.

(b) Illiteracy
It is acknowledged that illiterate people and organisations do not
appreciate the importance of human resource development.

(c) Lack of qualified human resource development

personnel
Most organisations assign unqualified people to handle human
resource development matters. Consequently human resource
development is grossly misapplied.

1.10 Summary

In this unit the meanings of the terms human resource

development, training, education and development have been
established. The unit has also looked at the goal and
challenges of human resource development.

1.11 Formative Evaluation

(i) Briefly explain the main challenges of human resource

development

(ii) Define the following terms: education, training and

development

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1.12 References and suggested Readings

Cole, G.A. (2005). Management Theory and Practice.

London: Pitman.

Eggland, S.A. (1985). Principles of Human Resource Development.

Addison Wesley.

Mullins, L.J. (1985) Management and Organisational Behaviour.

London: Pitman.

Nadler, L., (1979). Developing Human Resource. Texas:

Austin Publishers.

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 UNIT 2

EVOLUTION OF HUMAN RESOURCE DEVELOPMENT IN

ZAMBIA

2.1 Introduction

This unit will explain to you the history of human resource

development in Zambia. It will be discussed under the
following three distinct periods

(a) Pre-colonial period, that is the time before colonialism

(before 1890).

(b) Colonial period (between 1890 and 1964).

(c) Post independence period (1964 to date).

2.2 Objectives

By the end of studying this unit you shall be able to:

(i) explain the evolution of human resource development

in Zambia

(ii) distinguish the techniques and places of learning used

during the three distinct periods.

2.3 Reflection

In unit 1 you learnt that human resource development refers to

the preparation of people, through learning activities, to perform
current jobs and future work assignments as well as bringing
about individual advancement or refinement.

From above explanation, do you think there was any human

resource development in Zambia during the period before
1890?
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 Pause for ten minutes and list some learning activities
which you think were used to show the people how to
perform different jobs during the time before Zambia
was colonized.

2.4 Human Resource Development During Pre-Colonial

Period

If you check your list in your reflection, you shall realize

that human resource development was actually practiced
during the pre-colonial period.

Although not adequately recorded and published, the

indigenous human resource development was applied in
many forms such as:

Instructions in the origin and cultures of the tribes

and clans

Apprentice system in appropriate practical kills,

Indoctrination of good manners and social obligation

Inculcation of religious beliefs

Initiation ceremonies

During the pre-colonial period, the elders shouldered the

responsibility of providing to the young people “instruction
in the history and traditions of the clan and of the tribe in
order to develop the sense of loyalty and pride in the
membership of the tribe” (Snelson, 1974).

The other form of human resource development which was

applied during the pre-colonial period was the

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 apprenticeship system. It was systematic and well
coordinated according to the age grades and sex of learners.
The apprenticeship involved imparting into the learners
appropriate knowledge and practical skills in survival
related activities such as cultivation, fishing, hunting, wood
curving, blacksmithing, weaving, cooking, family care, etc.
As argued by Michael Omolewa (2002) “the apprenticeship
system was carefully woven into the political, economic,
social, spiritual and physical life of the people. For
example, Snelson (1974) explains that the young boy would
accompany his father on fishing or farming or hunting
expeditions where he learned the art of fishing, of making
canoes and fishing nets, of chopping trees, of growing crops,
of setting traps, of following the spoor of games, of shooting
a straight arrow, of skinning and dismembering an animal,
of herding, caring and defending cattle against attack.
During these expeditions, the young boy also learned the
names and uses of many herbs, flowers, fruits, shrubs and
trees, how to find his way and how to read the wind.
Snelson (1974) further explains that the girls were equally
exposed to apprenticeship in practical skills by spending
much of their time with their mothers, aunts and
grandmothers to learn a variety of skills which would be
required of them as wives and mothers of the future such
as;

sweeping the hut and washing pots and

calabashes

drawing water

pounding cassava, maize

grinding millet

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 cooking

child caring

making pottery

brewing beer

planting

harvesting

storage of crops

The other form of human resource development during the pre-

colonial period involved indoctrination of good manners and social
obligation in young people. As pointed out by Snelson (1974)
from a very early age, children learned the correct modes of
greeting and addressing other members of the tribe, how to sit,
how to receive or give something, the importance of respecting
elders, the need to extend hospitality to others including strangers
and the importance of participating actively in community
undertakings/activities. Inculcation of religious beliefs was
another important element in human resource development
during the pre colonial period. The explanation of the happenings
in a family or tribe centred on some Supreme Being. As noted by
Snelson (1974) the life for the young African was punctuated by
religious experience since almost every event such as sickness,
drought, hunger, poverty, death etc, was accorded a spiritual
significance.

The other form of human resource development during pre-

colonial period included initiation ceremonies. An initiation
ceremony marked the transition from childhood to manhood or
womanhood and it involved a concentrated course of instruction
given to each age group on reaching puberty in different areas

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 such as hygiene, sexual behavior, and adulthood responsibilities
(Snelson, 1974).

Human resource development during the pre-colonial period used

a variety of instructional techniques such as follows:

(a) Games

The games were used as imitations of real life situations to

prepare people for current and future activities, for example:

Cooking leaves and soils by young girls

Making traps for hunting by young boys

Making wooden axes, hoes, spears by young boys.

Games depicting marriage and parenthood. If you closely

observe many children‟s plays today, you shall notice that
they are imitations of real life situations. The games act as
phases of rehearsals for future adulthood roles.

(b) Proverbs

The proverbs were used to inculcate in the people values of:

Respect

Tolerance

Healthy living

Integrative communal co-existence

Social, economic and political justice

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 (c) Hobbies

The hobbies were used as part time/spare time activities to

promote the spirit of undertaking some activity which can help a
person to develop. These included:

Powers of concentration

Self discipline in using spare time

Enjoyment of doing some useful activity during spare time,

for example gardening, helping others, cooking, etc

(d) Song and dance

Some songs and dances were used to reward/promote good

morals and ridicule bad behaviours. For example, among the
bemba there was a song and dance called „sale sale cinkamba,
mulesala abawama --------“ This song and dance is about the
character and not the facial appearance of a person. During
singing and dancing, a person whose day to day conduct was not
acceptable was ridiculed by not picking him/her.

(e) Other types of instructional techniques which were used in

human resource development during the pre-colonial period
included the following:

folktales which, according to Ociti (1973), were used “to

convey moral messages and as instruments of social control
when composed to ridicule undesirable behavior of a
person.”

Myths and Legends which as Milton N. Adams (1998)

explains “serve the purpose of explaining natural
phenomena, legitimizing customary purposes, and
establishing moral standards.”
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 Dreams too were used in human resource development
during the pre-colonial period. As mentioned by Milton N.
Adams “in most Africa, dreams were taken seriously as
messages of counsel and instruction.” Interpretations of
messages contained in dreams served to influence the
learners‟ economic, social, political, cultural and spiritual
ways of life.

The indigenous human resource development was

conducted in different but appropriate venues. In
examining places of learning in traditional human resource
development you shall note that it included the following:

homes

Community learning institutions, for example, Insaka.

any place where there was something (activity) to do, for

example, fields for cultivation instructions, rivers for fishing
lessons, forests for medicinal and hunting instructions, etc.

special designated learning locations usually for specified

periods.

The instructors in traditional human resource development were

appropriately drawn from within local communities. The
indigenous arrangement involved the following people who were
closely concerned with the economic, social, cultural, spiritual
and physical life of the learner:

parents

family members

specialists in particular preoccupations

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 community.

If you critically analyse the information which you are

studying in this unit, you shall realize that the indigenous
human resource development had the following
characteristics:

it was comprehensive and integrated in that it was directed

at enabling a learner to acquire various knowledge and
skills to enable him/her to be self reliant.

it emphasized relevance and responsiveness to the

economic, social, cultural, spiritual and physical needs of a
learner.

it was aimed at inculcating the basic values of communal

co-existence, equity, integrity, self reliance, tolerance and
respect for others.

2.5 Human Resource Development During the Colonial

Period (1890-1964)

Human resource development during the colonial period

was greatly influenced by the economic and social desires of
Western Europe to:

extend their influence to new territories

establish some administrative arrangements to run

the colonies

exploit raw materials from colonies

establish some industries in the colonies, for example,

mines, plantations, factories, shops, etc.

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 apply some industrial efficiency and other

organizational theories advocated by European

theorists. Consequently the indigenous arrangements
were afflicted by western human resource
development which was aimed at:

transforming the indigenous people to behave (talk,

walk, eat, think, speak) like a colonial master

preparing indigenous people to perform manual and

some clerical tasks

bringing their type of civilization to the dark

continent.

During the colonial period, anything African was considered

primitive, backward, inferior and uncivilized. For example
the indigenous medicine, food, language and village were
considered uncivilized.

Although the apprenticeship system continued under the

Western arrangement, its scope and range of instructional
techniques, venues and instructors were severely changed.
The orientation of apprenticeship was westernized and
confined only to preparing indigenous people to perform
specified tasks in the new places of work introduced by the
colonial masters, for example, bricklaying, teaching,
carpentry, clerical tasks, etc. The livelihood of the people
began to be confined and depended solely on the specified
tasks in which they were exposed to during apprenticeship.
The instructional techniques that were used during the
colonial period were mainly on the job training and lecture.
Human resource development under the new arrangement

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 became more concerned with inculcating into the
indigenous people the alien values of the colonial master.

The instructors under the colonial arrangement were

supervisors at the places of work and teachers in case of
schools.

If you critically examine the human resource development

practices under colonial arrangement you shall notice that
it had the following features:

it promoted dependency syndrome in the learners

through the acquisition of limited competencies.

the learners were divorced from their own community.

It was common practice among graduates of western
apprenticeship system to perceive themselves as being
different from their own people.

Many people were being excluded from human

resource development on the basis of either failing to
raise fees required in the western schools or not being
offered opportunities of joining new places of work.

the range of instructional techniques were narrowed

to lecture and on the job training.

the number of instructors were reduced and confined

only to appointed official teachers and supervisors in
the new places of work.

places of learning were equally narrowed and confined

to designated schools and new places of work.

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2.6 Human Resource Development During Post
Independence Period

The attainment of independence brought with it both

undesirable and desirable expectation‟s among the
indigenous people. Many Zambians were excitingly filled
with the expectations of taking over the „civilized‟ life style of
the defeated colonial master. At the same time there were
some Zambians who had great desire for accelerated
economic, social and cultural development. These desires
culminated into rapid growth of economic, social and
cultural activities. The Zambian government, for example,
responded progressively to meet the expectations of the
people by creating many public business organizations
under FINDECO, MINDECO, ZIMCO, INDECO and others.
The post independence period equally witnessed the
establishment and expansion of social and cultural
institutions such as the University of Zambia, Colleges,
Correspondence Schools, night school classes, hospitals,
and cultural villages. Also many private and non-
government organizations were formed.

The accelerated growth of public, private and non-

government organisations intensified the desire to expand
the human resource development arrangements that were
started by the colonial masters.

Interestingly the human resource development activities

during the post independence period have continued to be
in line with the colonial arrangement in terms of the range
of issues, instructors, venues and characteristics. For
example, it is now including even western oriented emerging
issues such as the need to:
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 cope up with the latest western technologies such as
Information Technology(IT)

prepare people in how to use new products.

The post independence arrangement has continued to recognize

only government and registered educational institutions and
modern places of work as official learning venues. Constantly,
human resource development in post independence period is
characterized by the following:

exclusion from human resource development arrangement

of people who are actively involved in different forms of
gainful activities outside the modern places of work, for
example charcoal burners, fishermen, stone crushers, etc.

failure to incorporate in human resource development

arrangements any competencies that are required outside
the modern organizations.

divorcing learners from their own reality or environment.

Learners falsely begin to perceive themselves as being
different from their own people.

2.7 Summary

In this unit, you have been exposed to the historical

evolution of human resource development in Zambia. The
evolution has been presented three phases of Zambia‟s
development. These are: the pre-colonial period, colonial
period and the post independence period.

2.8 Formative Evaluation

(i) Describe the major forms of human resource

development during the pre-colonial period
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 (ii) Identify and explain any differences in human
resource development arrangements between pre-
colonial and colonial periods.

REFERENCES

Adams, M.E (1982). Agricultural Extension in Development countries.

Essex; Longman.

Milton N. Adams (1998) Gender Education and Training, Caroline

Sweetman.

Omelewa, M, (2002) The Practice of Lifelong Learning in Indigenous

Africa. Hamburg; UNESCO Institute for Education.

Snelson, Peter (1974). Educational Development in Northern Rhodesia

1883 – 1945. Lusaka: Kenneth Kaunda foundation.

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 UNIT 3

LEARNING IN THE WORK PLACE

3.1 Introduction

This unit is intended to help you understand the process of

learning in the workplace. The unit begins by explaining the
meaning of workplace and learning followed by components and
agents of learning. The unit is divided into the following sections:
objectives, definitions of work place and learning, organization
development, career development, individual development and
summary.

3.2 Objectives

By the end of studying this unit you shall be able to:

(i) define learning and work place

(ii) identify major components of human resource

development

(iii) explain the terms individual, career and

organization development.

3.3 Reflection

Pause for five minutes and write down what you think are the
expectations of any workplace from a person who is
performing its activities.

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3.4 Definition of Work Place

The term work place is used to mean any specific site where some
activity or task is performed by an individual or group of people.
For example;

(a) a maid considers the house where she carries out her
tasks as the workplace.

(b) a farmer thinks of the piece of land which he/she

exploits as the workplace

(c) a fisherman/woman values the fishing waters where

he/she undertakes his/her tasks as the workplace.

(d) a teacher recognizes a school where he/she teaches

as the workplace.

(e) an accountant thinks of the organization where

he/she performs his/her tasks as the work place.

(f) a nurse values the hospital or clinic where he/she

does his/her tasks as the workplace.

The list is endless, but what you should appreciate is that

different terms are used in different sites to describe a workplace.

If you check what you have written down in your reflection, you
shall notice that the expectations of any workplace from a person
who is performing its activities include the following:

knowing the specific activities of a workplace

performing the activities according to standards set by the

workplace.
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 You should acknowledge that knowing the specific activities
of a workplace and performing them as expected involves
learning. At this point the question which you may wish to
ask is what is learning?

3.5 Definition of Learning

Learning can simply be explained as any influence or process that

can induce change in behavior of a person. Ian Beardwell and
Len Hodden (2001) have attempted to define learning as a
“process within an organization which results into the capacity for
changed performance. G. A Cole (2005) also defines learning as a
“complex process of acquiring knowledge, understanding, skills
and values in order to be able to adapt to the environment we live
in.”

From the above two definitions you should be able to appreciate

that any change in your behavior (i.e your
conduct/attitudes/perception/actions/performance or way of
doing things) is what is referred to as learning. In your case, you
shall be considered as going through a learning process if you will
keep on showing change in your actions by the end of completing
your degree programme.

Learning occurs through different ways such as by imitation,

observation, repetition, formal and informal instructions.
Learning begins from birth and continues until death. It is
induced through influence of some agents.

One of the major agents of learning is a workplace. Every

workplace influences the behavior of its members in different
aspects such as perception, tastes, beliefs, attitudes, time
keeping, aspirations, level and quality of performance.

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 You should appreciate that learning is a motivation inclined
activity. It prospers in conditions where it is rewarding.

The following are some of the conditions in which learning thrives:

environment where there is organization development

situation where there is career development

environment where there is individual development

3.6 Organisation Development

Organization development simply refers to the process of

improving organizations in terms of culture, structure,
productivity and quality of work life. It is a continuous and
systematic process of inducing change in an organization.

Organization development is considered important because of the

following reasons:

(a) The improvements in organizational culture,

structures and productivity, which enable them to meet
current and future challenges effectively

(b) The improvements in organizational practices, which

make them more adaptable and responsive to dynamic
environmental demands. You should appreciate that
adaptability and responsiveness in complex and dynamic
environments are essential for organizational survival. As
pointed by Warren Bennis (1966) organization development
is “intended to change the beliefs, attitudes, values, and
structure of organizations so that they can better adapt to
new technologies, marketing challenges, and the dizzying
rate of change itself.”

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 (c) Organizational development improves the capacity of
organizations to handle effectively their internal and
external functioning and relationship.

Organizational development is concerned with the

improvement of the organization as a whole. It includes
improving:

the functions of the organization. In other words it

promotes career development

the knowledge and skills of the members of the

organization. In other words organizational
development promotes individual development.

organizational structure

the utilization of physical, material, financial and

human resources

organizational goals

3.7 Career Development

Career development, as mentioned by Ian Beardwell and Len

Holden (2001), is of great significance for both organizational and
individual development.”

Before discussing the concepts career and career development, it

will be helpful to have an understanding of the following closely
related terms: job and occupation.

(a) Job

The word job is used to refer to a particular paid and

unpaid work position demanding or requiring specific
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 attributes and skills in order for a person to perform it. For
example, accountant, teacher, farmers, fisherman/woman,
singer, dancer or boxer.

(b) Occupation

The term occupation is used to mean a group of similar jobs

which can be found in different organizations, for example,
accountancy, teaching, farming, fishing, singing, dancing,
boxing etc.

(c) Careers

The word career is used to refer to a series and variety of

occupations, paid or unpaid, which can be undertaken
throughout a person‟s lifespan. Your career should be
viewed as the sum of all your endevours.

The concept career should be understood simply as any

organized and planned activities in a work place.

It is important for you to understand that every workplace

identifies, according to its development needs, activities or
occupations which must be performed to survive. In case of
an individual, he/she is expected to identify occupations
which must be carried out in order to lead a pleasant and
comfortable life (i.e.to survive).

The number of occupations that should be identified are

depended on the needs and level of aspiration of an
individual or the workplace.

However, it must be appreciated that the identified activities

will require the officers concerned to learn how to perform
them.

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 (d) Career Development

It is a process of expanding the range of occupations that

must be available to the people over their lifespan. Boldt
(1993), in simple terms, describes career development as
“the process of managing life, learning and work over the
lifespan.”

Importance of Career Development

Career development activates individuals in a workplace. In

other words, it creates a culture of desiring to perform some
activity all the time instead of idling.

Also career development enhances individual development

in the sense that the identified occupations always require
the individuals concerned to learn how to perform them
accordingly.

Career development makes organizations to operate and

exist actively.

3.8 Individual Development

Individual development is a process of increasing the scope and

level of knowledge and skills of individuals. It involves education,
training and development.

It must be appreciated that the previous level of education,

training and development of an individual has considerable effect
on learning. An individual who has some previous exposure to
education, training and development has:

great desire for personal growth,

great desire to improve his/her competence, efficiency and

effectiveness
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 the ability to appreciate that learning is a continuous
process. He/she is able to understand that even an
university education is inadequate and therefore additional
leaning opportunities must be provided by places of work.

the ability to appreciate that learning is a responsibility of

both an individual and the work place.

Importance of Individual Development

Individual development is used to:

increase the value of an individual

strengthen job satisfaction due to increased

knowledge and skills acquired by an individual.

provide greater opportunity to an individual to adapt

to different situations

make the process of career and organization

development easier

3.9 Summary

Learning is a process of bringing about change in behavior

of a person in order to adapt effectively to the changing
demands of a workplace.

One of the most common and influential agents of learning

is a work place. This is so because every work place or
organization has some activities which must be performed
by its members. The members are expected to learn such
activities in order to perform them accordingly.

Organization, career and individual development are some

of the crucial factors which affect learning.
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3.10 Formative Evaluation

(i) Define the following concepts:

Learning

Work place

Occupation

Career

Job

(ii) What do you understand by individual development?

(iii) Identify and briefly explain the importance of career

development.

(iv) Define organization development.

REFERENCES

Beardwell, I and Hodden, L (2001). Management and Organisation.

Tokyo: McGraw-Hill

Bennis, W. G. (1966). Changing organisaions. New York: McGraw-Hill.

Boldt, L. G. (1993). The Art of Making a Living: A Practical Guide to

Creative Career. New York: Arkana

Cole, G. A. (2005). Management Theory and Practice. London. Prentice

Hall

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 UNIT 4
MANAGING HUMAN RESOURCE DEVELOPMENT FUNCTION

4.1 Introduction

This unit is intended to help you understand the process of

managing human resource development the roles, qualities and
competencies which are expected of a Human Resource
Development Manager. The unit is divided into following sections:
objectives, roles of a Human Resource Development Manager,
qualities and competencies of a Human Resource Development
Manager.

4.2 Objectives
By the end of studying this unit you shall be able to:

(i) identify a Human Resource Development Manager.

(ii) explain the roles, qualities and competencies of a
Human Resource Development Manager.

4.3 Roles of a Human Resource Development Manager

The term Human Resource Development Manager is used to refer
to any person who is involved in handling human resource
development activities. That is a person who is involved in
running what Nadler (1979) describes as “organized learning
activities or experiences, intended to increase the possibility of
improved performance and enhancing individual and
organizational growth.”

The job title may not necessarily always be Human Resource

Development Manager. It can be any title such as headteacher,
parent, community development office or army commander. What
is important is for you to understand that the term applies to any
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 person so long as such a person is involved in “the process of
improving, moulding, changing and developing the skills,
knowledge, creative ability, aptitude, attitudes, values,
commitments etc,” of the people (Rao and Krishna, 2002). In
other words a Human Resource Development Manager is any
person who is involved “in the preparation, through learning
activities, of people for current jobs and future work assignments
as well as individual enhancement through learning activities
(Eggland, 1985).

Human resource development is a function or task just like any

other task performed in human life. For this reason, it is
subjected to the same management requirements of planning,
organizing, directing, coordinating and controlling.

The roles of a human resource development manager are

managerial in character and they include the following:

(a) forecasting the desired attitudes and behaviour of the people in the
organisation in terms of:

ability to adapt to the changing requirements of the workplace.

capacity to bring forth desirable or acceptable level of performance
in the workplace.

The Human Resource Development Manager performs the forecasting

role by addressing the question of what is the current behaviour (in this
case performance) and what should be the desired behavior of the
people in the organisation? For example,

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Current behavior Desired behavior
ignorance knowledgeable
laziness hardworking
dependency self-reliance
indifference active participation

(b) The next role of a Human Resource Development Manager

involves organizing or arranging “a series of learning activities
designed to produce behavioural changes in people in such a
way that they acquire a certain level of competence for current
and future roles” (Rao and Krishna, 2002)

The Human Resource Development Manager performs the

organizing role by:
initiating human resource development policy, procedure
and standards of the work place. Briefly, a human resource
development policy is a statement about the intention,
purpose and objectives of helping people to acquire
desirable behavior and attitudes. Also it provides
procedural guidelines on eligibility to participate in the
learning activities, mode of selecting participants, form of
assistance and how to release members from a work place
to attend any learning activities. It includes a statement
about expected standard of behavior and attitudes.

identifying appropriate programmes which can help to bring

about behavioural change.

ensuring that the necessary resources which can facilitate

learning are available such as finances, materials,
equipment and other facilities.

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 establishing a conducive human resource development
structure which can spell out the division of tasks,
responsibilities and authority among all the people who are
involved in running learning activities designed to produce
the desired behavioural and attitudes in people.
(c ) The Human Resource Development Manager also performs the role
of showing or directing all members including the management about
the importance of human resource development in the work place. As
mentioned by Lawrie (1986) “human resource development programmes
can only make a difference if management accepts and encourages the
utilization of learning as a means to increase productivity and improve
performance.”

The Human Resource Development Manager undertakes the directing

role by:
effectively marketing human resource activities in the
organisation. This is done through presentations of human
resource development activities at different meetings; writing
professional articles on the importance of human resource
development and providing strong human resource development
representations on various committees.
effectively positioning human resource development in the
workplace.
helping members in the organisation to perceive problems,
difficulties and any short comings from human resource
development point of view.

(d) The other role of a Human Resource Development Manager is that of

coordinating the learning process by harmonizing the efforts and
contributions of all those who are in one way or the other involved in
helping people to acquire knowledge, skills and experiences required to
perform their work effectively.
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The coordinating role is undertaken by a Human Resource Development
Manager by:

defining clearly the roles to be played by different stakeholders in

the learning process.
creating effective networking of all those who are involved in
bringing about change in the behaviour and attitudes of people.
establishing a human resource development philosophy in the
work place.
ensuring that human resource development is effectively
integrated in the activities of the work place.

(e) Lastly but not the least, a Human Resource Development Manager
carries out the role of evaluating the impact and effects of human
resource development programmes on organizational efficiency. In short
to appraise if “human resource development aims of helping people to
acquire competencies required to perform all the functions effectively
and make their organisation do well” have been achieved (Rao and
Krishna, 2002).

The Human Resource Development Manager carries out the evaluation

role by comparing the behaviour and attitudes of the people in the work
place before, during and after participating in human resource
development programmes.

4.4 Qualities and Competencies of Human Resource Development

Manager
Different authors have attempted to identify different person
specification or qualities and competencies expected of a Human
Resource Development Manager. Nadler and Wiggs (1986), for
example, have identified the following competencies as being
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 crucial to effective performance of work by a Human Resource
Development Manager:

(a) Communication skill for use to:

Show all members in the organisation the importance of
human resource development,
convince the management to appreciate and provide
finances and any assistance required for human resource
development activities,
market and position human resources development
effectively in the organisation, and
articulate competently the human resource development
cost-benefit issues.

b. Skill to understand the prevailing organsiational behavior.

c. Delegation skill in order to allow others to participate

actively in human resource development activities. In other
words, the skill to work with and through other people in
planning and implementing human resource development
activities.

d. demonstration or role modeling skill in order to increase the

level of acceptance and credibility of human resource
development programmes to other members in the
organisation. As pointed out by Nadler and Wiggs (1986)
Human Resource Development Managers “must practice
what they preach.”

(e) Management skill in order to perform human resource

development activities effectively and efficiently.

4.5 Summary

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 In this unit, you have been assisted to appreciate the
importance of planning, organizing, directing, coordinating
and controlling in the process of managing human resource
development. In the next unit you shall study needs
assessment.

4.6 Formative Evaluation

1. List and briefly discuss the roles of a Human
Resource Development Manager.
2. Explain the use of communication in human resource
development.

REFERENCES
Eggland, S.A. (1985). Principles of Human Resource Development.
Addison Wesley.
Nadler, L. (1979). Developing Human Resources. Texas: Austin
Publishers.
Nadler, L. (1986). Human Resource Development: The Handbook of
Human Resource Development. New York: John
Wiley & sons.
Rao, V.S.P., and Krishna, V.H. (2002). Management: Text and
Cases. New Delhi: Excel Books.

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 UNIT 5
HUMAN RESOURCE DEVELOPMENT NEEDS ASSESSMENT

5.1 Introduction
This unit will provide an explanation of Human Resource
Development Needs Assessment. The unit begins by explaining
the meaning of the term needs and the approaches which are
used in assessing needs. The unit is divided into the following
sections: objectives, definition of needs, classification of needs,
approaches to human resources development needs
assessment and summary.

5.2 Objectives
By the end of studying this unit you shall be able to:
(i) define the concept need
(ii) explain approaches to needs assessment
(iii) classify needs

5.3 Reflection

Pause for ten minutes and in your own words

explain briefly what you understand by the word
need.

5.4 Definition of Need

From your explanation in the reflection, you will notice that the
term need is used to describe some gap which prevails between a
current situation and some desired situation. According to Nadler
(1986), a need is “the difference between what is the current set of
circumstances and some desirable set of circumstances.” For
example:
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 Current situation Desirable situation
Need (gap/difference)
POVERTY WEALTHY

From the above illustration you should be able to notice two sets
of circumstances, that is current situation (poverty) and desirable
situation‟ (wealthy). Now between poverty and wealthy there is a
visible gap or difference. The gap in this particular example is
referred to as a need.

You should appreciate that noticing the existence of a need

between a current and desirable sets of circumstance is not the
end of the exercise. The next issue is to specify or name the need

One way of specifying the need is by establishing the cause or

cause for any difference between the current and desired
situation.

Current situation Desirable situation

gap/difference
POVERTY WEALTHY
causes of the gap

The cause of the gap, that is the need, in the illustration

given above can either be due to ignorance, lack of careers,
or unenabling environment.
5.5 Classification of Needs
The needs in human resource development are classified
into the following three broad categories;

personal/individual related needs

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 career/activities related needs
organizational needs

It is important for you to understand that personal, career and

organizational needs are very closely inter related and their effects
cut across a situation thereby creating a problem of specifying the
real needs.

Personal needs arise from individual inadequacies such as

ignorance, laziness, etc. In the poverty – wealthy sets of
circumstances the need can be ignorance of the individual. It is
this ignorance which creates a difference between poverty and
wealthy conditions of a person.

Career needs relate to inadequacies of activities or work

opportunities. In the poverty – wealthy sets of conditions the need
can be lack of work opportunities. The lack of activities or work
opportunities creates a difference between poverty and wealthy
situations of a person.

Organsiational needs arise from organsiational inadequacies such

as unenabling enviorhment. You should appreciate that an
unenabling environment manifests itself in many forms such as:

Lack of marketing arrangement

Lack of road network
(iv) Lack of transport system
(v) Lack of storage infrastructure
(vi) Lack of packaging materials
(vii) Lack of education facilities.

In the poverty – wealthy sets of situations the need can be

unenabling environment. It is this unenabling environment
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 which creates a gap between poverty and wealthy
circumstances of an individual.

5.6 Approaches to Human Resource Development Needs

Assessment
There are many approaches which are used to assess human
resource development needs. Macghell and Thayer, for
example, have proposed the use of man analysis, task analysis
and organisational analysis in assessing needs.

The man analysis looks at an individual with a view to

establish if the difference between the current set of
circumstances and the desired set of circumstances is due to
some inadequacies in man. In this approach, man is examined
in terms of his/her current level of knowledge, skills, attitudes,
performance, etc in comparison to what is expected of him/her
in the desired condition.

The task analysis attempts to establish if the differences

between the current set of situation and the desired set of
situation arises from some inadequacies in activities. It
examines the current number and types of career opportunities
in comparison to those which are supposed to be available in
the desired condition.

The organizational analysis looks at the organisation with a

view to establish if the gap between the current and the desired
conditions is due to some deficiences, drawbacks, inadequacies
or weaknesses in the environment relating to organizational
structure, culture, processes of decision making, marketing
arrangements, etc. The organizational analysis examines the
current structural, cultural, decision making arrangements in

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 comparison to those which are supposed to be in place to
achieve the desired set of circumstances.

You should understand that once the needs are identified, the
next task for a Human Resource Development Manager is to
find ways of addressing or overcoming them. That is to change
the set of situation from current to some desired condition.
According to Nadler (1986), “the most common form of altering
a situation from current to desired one is by designing
appropriate programmes (intervention).”

5.7 Summary
Needs assessment is a process of establishing the difference
between what is the current situation and some desirable
condition. Many approaches are used to assess needs for
example man analysis, career analysis and organizational
analysis.

5.8 Formative Assessment

i. In your own words define the term need.

ii. List and briefly explain the three broad classes of
needs
iii. List and briefly explain approaches which can be used
to assess needs.

REFERENCE

1. Nadler, L. (1986). Human Resource Development: The Handbook

of Human Resource Development. New York:
John Wiley and Sons.
UNIT 6
PROGRAMME DESIGN AND EVALUATION

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6.1 Introduction
This unit is intended to help you understand the meaning,
process and purpose of programme design and evaluation. The
unit divided into the following sections: objectives, definition of
programme design, programme design procedure, programme
implementation, definition of programme evaluation, purpose of
programme evaluation, methods of programme evaluation, forms
of programme evaluation and summary.

6.2 Objectives
By the end of studying this unit you shall be able to:
(i) define the concepts programme design and programme
evaluation.
(ii) explain the procedure followed in designing a programme.
(ii) explain the methods used in programme evaluation.

6.3 Definition of Programme Design

The term programme design is used to refer to a process of
packaging or assembling together activities (actions) that can
effectively mitigate particular set of needs.

You should appreciate that programme design is based on the

identified needs. For this reason, different needs will demand for
different programmes which can appropriately alleviate them.

A programme should be viewed as an intervention and as such it

should be designed systematically in order to enable it correct the
deficiency or gap uncovered through needs assessment. Rao and
Krishna (2002) view a programme as an aggregate of several
related actions designed to accomplish a mission within a

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 specified time period. In our case, we shall discuss how to design
a human resource development programme.

6.4 Programme Design Procedure

You should appreciate that programme design is a systematic
attempt to mitigate the identified needs. It should, therefore,
involve the following procedure:

(a) establishing appropriate title of the programme. For

example, in the poverty-wealthy sets of conditions, the title of
the programme can be: Poverty Alleviation in an individual.
(b) stating the overall aim of the programme. This
entails expressing the purpose of embarking on a particular
arrangement or programme. In the poverty-wealthy sets of
circumstances, the overall aim of the programme can, for
example, be expressed as follows: The aim of the programme is
to mitigate the causes of poverty in an individual.

(c ) identifying the programme objectives.

According to Cole (2002), objectives are “statements of specific
and intended outcomes of a programme.”

It is important for you to appreciate that the formulation of

objectives is always determined by the category of the needs which
are being mitigated. For example, in the poverty-wealthy sets of
situations, the individual may be in a poverty condition because of
either individual needs, career needs or organizational needs.

In case of individual needs, the objectives will attempt to answer

the question of what the individual in the poverty situation is
expected to achieve or to be by the end of the programme in terms
of his/her outlook, behaviour, attitudes or skills. For this reason
the statement of objectives begins as follows:
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 By the end of the programme the participants (people) shall be
able to:
apply the knowledge and skills ( acquired to achieve the
desired situation)

As for career needs, the objectives will attempt to address the

question of what is the poverty-stricken individual expected to
achieve or to be by the end of the programme in terms of activities
or career opportunities.

In this case, the statement of objectives begins as follows:

By the end of the programme the individual concerned shall be

able to:

identify self employment/job opportunities.

access contracted/hired employment/job opportunities.

Objectives for organizational needs in human resource

development attempt to look at the question of what
environmental/organizational conditions should prevail for the
poverty-stricken people to achieve the desired situation by the end
of the programme. In other words, organizational objectives are
concerned with the creation of an enabling environment for people
who are affected by the organizational gaps. In this respect the
statement of objectives begins as follows:

By the end of the programme the people concerned shall be able

to:
access all weather roads.
sell their produce all year round.
access quality education.

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 It should be appreciated that objectives serve very important
functions in any initiative which is directed at alleviating the
identified needs. Functions of objectives include the following;
they:

act as targets which must be performed to mitigate

the needs in order to achieve the desired conditions,
provide a guide in relation to type of resources which
are required and which should be mobilized for the
programme to be implemented effectively,
provide an indication regarding the type of
implementers, facilitators and cooperating partners required
for different targets.
describe the desired outcomes,
provide some criteria for evaluating the programme.
6.5 Programme Implementation

After the programme has been designed it must be implemented.

Programme implementation is a process of putting into motion the

designed intervention.

6.6 Definition of Programme Evaluation

Tyler (1950) defines programme evaluation as a process of
“documenting the congruence of programme outcomes and
objectives.”

Similarly, Gboku and Lekoko (2007) define programme evaluation

as the systematic process of investigating the value and quality of
a programme on such factors as accountability, suitability,
efficiency and effectiveness.

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 From the two definitions, you should note that programme
evaluation is basically a process by which information regarding
the performance of the programme is systematically collected,
analysed in order to facilitate judgement about effectiveness of the
programme.

6.7 Purpose of Programme Evaluation

A programme is evaluated for different purposes, but the most
common reasons are the following:

(a) establish the relevance of the programme to the

identified needs. That is to determine whether the needs
for which the programme is designed are being mitigated

(b) to identify any weaknesses in the programme

(c) to monitor any unanticipated consequences. You

should recognize that some unforeseen effects may turn out
to be beneficial to the programme.

(d) to establish any opportunity costs. That is to

establish whether the resources used in the programme
could have been applied on some other programmes to yield
better results.

(e) to monitor programme accountability. That is to

establish if all the resources of the programme are being
used accordingly.
6.8 Methods of Programme Evaluation
There are many methods which are used for obtaining information
during programme evaluation. Most evaluations apply the
following methods.

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 (a) Observation which involves observing the impact of
the programme on people, careers or organisation in
relation to the identified needs. For example, in case of
individual needs, this type of evaluation method is focused
at observing the outlook, behavior, attitudes, performance,
etc of the people before, during and after programme
implementation.

(b) Interviews
(c) Questionnaires, checklists and surveys
(d) Documentation review and discussion

You should appreciate that programme evaluation may focus on

one particular aspect or many aspects of a programme. For this
reason different forms of programme evaluation are used to
address different aspects of a programme.

6.9 Forms of Programme Evaluation

According to Gboku and Lekoko (2007), “there are many forms of
programme evaluation. Four of the most commonly used are:
context evaluation; input evaluation; process evaluation and product
evaluation.”

(a) Context Evaluation

This form of programme evaluation is focused on the actual or
specific situation or condition which is being addressed by the
programme. As mentioned by Gboku and Lekoko (2007)” The
context evaluation asks questions such as, Did the programme
address the real situation or circumstances of the target
clientele? and How suitable was the programme to the current
situation of the clients?
(b) Input Evaluation
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 The term input refers to everything that is required for a
programme to take off and be completed successfully such as
people, time, money and materials (Gboku and Lekoko, 2007).
As explained by Stufflebeam (1971) the primary question for
input evaluation is: were the inputs used in the programmed
appropriate and sufficient to achive the stated objectives?

(c) Process Evaluation

The process evaluation is focused on the procedures or the
ways of running a programme. For example, it can assess the
programme design in terms of the various processes such as
planning and mobilizing activities. The primary question for
process evaluation is: Was the overall programme design
appropriate to achieve the stated objectives (Stufflebeam,
1971).

(d) Product Evaluation

The word product is used to mean the outcomes of a
programme. According to Stufflebeam (1971), product
evaluation is a way of assessing the overall results of the
programme. Product evaluator seeks to answer the question:
To what degree did the programme achieve the stated
objectives in terms of, for example, changes in quality of life,
knowledge, behavior and attitudes?

You should appreciate that the range of aspects on which

programme evaluation might focus depends on the purpose of
evaluation. But as observed by Alan Knox (1969) a more
comprehensive approach to the evaluation process must be
taken if substantial programme improvement is to be realized.

6.10 Summary
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 Programme design as explained in this unit is a systematic way of
bringing together appropriate actions that can assist to address
any identified needs. It involves establishing programme title,
overall aim and objectives.

Programme evaluation is used to mean any systematic attempt to

assess the worth of a programme. In other words programme
evaluation is concerned with establishing the similarity of
programme outcomes and objectives.

6.11 Formative Evaluation

i. What do you understand by programme design?

ii. Write short notes on: programme aim and programme
objectives
iii. What do you mean by programme evaluation?

REFERENCES

Cole, G.A. (2002). Personnel and Human Resource Management. Sussex:

Book Review.
Gboku, M., and Lekoko, R.N. (2007). Developing Programmes for Adult
Learners in Africa. Hamburg. UNESCO.
Knox, A.B., (1969). Continuous Programme Evaulation. In Nathan C.
Shaw Ed. (1969) Administration of Continuing Education. Washington:
National Association for Public Continuing and Adult Education.
Rao, V.S.P., and Krishna, V.H. (2002.) Management: Text and Cases,
New Delhi. Excel Books.
Stufflebeam, D.L., (1971). Educational Evaluation and Decision-making.
Itasca. Peascock.

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 UNIT 7
FUTURE OF HUMAN RESOURCE DEVELOPMENT IN ZAMBIA

7.1 Introduction
This unit will expose you to some of the social, economic, political and
organizational factors which are activating human resources
development in Zambia for the future. The unit is divided into the
following sections: objectives, social, economic, political and
organisational factors impacting on human resource development in
Zambia for the future.

7.2 Objectives
By the end of completing studying this unit you shall be able to:

(i) explain the impact of social, economic, political and

organizational factors on human resource development in
Zambia.
(ii) distinguish different factors impacting on human resource
development for the future in Zambia.

7.3 Social, Economic, Political and Organisational Factors

Impacting On Human Resource Development in Zambia
for The Future.

As you noted in unit one of this module, the term human

resource development, as defined by Eggland (1985), “is the
preparation through learning activities of people for current
jobs and future work assignments as well as individual
development.”

You should appreciate that the learning which Eggland is

referring to does not occur in a vacuum. Learning takes
place in a particular environment. The environment is
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 composed of many factors such as social, economic,
political, cultural, organizational, technological, etc which
are at play. These factors are dynamic and they are
continuously acting upon human resource development
activities often with far-reaching impacts.

Let us now explore some social, economic, political and

organizational factors which are impacting on human
resource development for the future.

(a) Social Changes

As mentioned by Watson and Williamson (1981) social
changes refer to alternations to the way in which the
people individually or collectively organize their
habits, attitudes and behavior or simply adjust their
reaction to prevailing conditions in the environment.

There are many are changes which are taking place in the
Zambian society, for example:

many more people are passing through the formal

educational system and coming out of it with grade
twelve certificates, college and university certificates,
diplomas and degrees.
unfortunately, many more people are becoming
unemployed.
the practice of diversifying the sources of earning by
many families is on the increase. In certain cases
some families have even gone to the extent of sending
their children to places like bars, bus stops, along
the streets, churches particularly on Sundays,

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 cemeteries, etc to sell roasted groundnuts , chicken,
water, etc, in order to supplement their earning.

street vending is another social change which has

developed in Zambia. It is expanding at an alarming
rate and it is conducted in every commercial and
residential area including the villages.
street kids are equally consolidating their position in
the Zambian society.

These and many more social changes in Zambia are greatly

influencing the approach to and the range of human resource
development activities.

(b) Economic changes

Liberalisation of the economy and globalization of the
market are just some of the economic changes which
have an impact on human resource development in
Zambia.

You should appreciate that both liberalization of the

economy and globalization of the market are
increasingly creating an economic situation of
survival of the most knowledgeable and skilled
individuals and organizations because of the following
developments:

business is increasingly becoming competitive.

Whether it is street vending, a university or a large
private company, it is faced with a number of
competitors.

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 the world has been turned into a global village.
Zambia is part of this economic development
thereby subjecting it to be a market for all kinds of
products from any part of the world. For example,
bananas are produced in Zambia but other parts
of the world are equally free to sell their bananas
in the country.

These and other economic changes which are taking place

in Zambia have an influence on the range of issues which
must be addressed in human resource development.

(c) Political changes

If you analyse the political development in Zambia
you shall notice that the Zambian society experiences
a mixture of the traditional political conduct of the
chiefdom and the modern political arrangement of the
state. Interestingly some aspects of the traditional
politics influence the behavior of active players in the
modern political system. For example, the practice of
once elected to power it must be for ever is quite
prevalent in Zambia. You should understand that
elections are aspects of modern political arrangement
whereas the forever mentality is associated with
traditional political behavior.

The above mentioned political orientation emanates from

the following political changes in Zambia:

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 firstly there was traditional political arrangement of
the chiefdom and village headman. It was disturbed
by the arrival of the colonialists.
there was colonial political arrangement
multiparty political system on attainment of
independence
one party state political arrangement under UNIP
multiparty political arrangement starting from 1990
onwards.

These and many more political changes in Zambia are

impacting on human resource development activities.

(d) Organisational Changes

One of the most severe problems of any organization
today is the stiff competition it faces. Because of this
competition most organizations are finding themselves
in a continuous struggle for survival (Lomash, 1997).
This situation has compelled many organizations to
change their management orientation by becoming
more concerned with performance management or
organizational efficiency.

This type of organizational behaviour is impacting negatively

on human resources development activities. For example,
some organizations may not want to invest in the
development of their employees so that they take up higher
positions but would rather employ people who are already
qualified from the external labour market.
7.4 Summary
In this unit you have been assisted to appreciate that
human resource development is being influenced greatly by
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 social, economic, political and organizational factors. The
changes that are continuously taking place in Zambia are
demanding for human resource development activities that
can foster performance improvement and personal, career
and organizational growth.

7.5 Formative Evaluation

(i) In your view, what type of human resource
development programmes can be designed to address
the problem of street vending in your home town?

(ii) Identify and briefly explain some human resources

development activities, which can be put in place to
reduce unemployment among college and university
graduates in Zambia.
REFERENCES
Eggland, S. A (1985). Principles of Human Resource Development.
Reading: Addison Wesley
Lomash, S (1997). Value Management. New Delhi: Sterling Publishers
Watson, P. and Williamson, J. (1981). The Organisation and Economics
of Distribution. London. Mc Graw Hill.
MODULE SUMMARY

You have now concluded studying the module on human resource

development. In this module you have been assisted to
understand that the term human resource development is used to
refer to the process of preparing people through learning activities
to behave or undertake their current and future work assignments
as expected.

Human resource development in Zambia has passed through the

following three main phases:

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 human resource development as practiced indigenously
before colonial period

human resource development as imposed on the people by

the foreigners during the colonial period

human resource development during post independence

period.

You have been helped to appreciate that preparing people to act or

perform their current and future work assignments involves
learning. The word learning in this case refers to the process of
acquiring knowledge, skills and values in order to adapt
appropriately to the ever changing environment.

You have been assisted to appreciate that learning is motivated in

circumstances which are rewarding such as in an environment
where there is organisation, career and individual development.

Human resource development operates successfully when there is

a qualified person to manage human resource development
activities.

Preparing people to behave as expected should be based on the

identified needs. A need is a gap between the current situation
and some desired condition. The needs may be classified into
three broad categories: individual, career and organizational
needs.

You have been helped to appreciate that any identified set of

needs can only effectively be mitigated by designing an
appropriate programme.

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 Any programme which is designed to alleviate particular sets of
needs must be evaluated. The purpose of programme evaluation
is for programme improvement.

Finally, you have been assisted to appreciate that human resource

development in Zambia is continuously being affected by many
factors such as: social, economic, political, cultural, technological
and organizational factors. These factors are greatly influencing
the approach to and the range of human resource development
programmes.

REFERENCES

Adams, M.E (1982). Agricultural Extension in Development

Countries. Essex; Longman.
Beardwell, I and Hodden, L. (2001). Management and Organisation.
Tokyo. McGraw-Hill
Bennis, W. G. (1966). Changing organisaions. New York.
McGraw-Hill.
Boldt, L. G. (1993). The Art of Making a Living: A Practical Guide to
Creative Career. New York: Arkana
Cole, G.A., (2002). Personnel and Human Resource Management.
Sussex. Book Review.
Cole, G.A. (2005). Management Theory and Practice. London: Pitman.
Eggland, S.A. (1985). Principles of Human Resource Development.
Addison Wesley.
Gboku, M. and Lekoko, R.N. (2007). Developing Programmes for
Adult Learners in Africa. Hamburg: UNESCO.
Knox, A.B. (1969). Continuous Programme Evaulation. In Nathan C.
Shaw Ed. (1969) Administration of Continuing Education,
Washington. National Association for Public Continuing
and Adult Education.
Lomash, S (1997). Value Management. New Delhi:. Sterling Publishers.
Milton N. Adams (1998). Gender Education and Training. Caroline
Sweetman.
Mullins, L.J. (1985). Management and Organisational Behaviour.
London: Pitman.

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Nadler, L., (1979). Developing Human Resource. Texas:Austin
Publishers.
Nadler, L. (1986). Human Resource Development: The Handbook of
Human Resource Development. New York: John Wiley &
sons.
Omelewa, M. (2002). The Practice of Lifelong Learning in Indigenous
Africa. Hamburg: UNESCO Institute for Education.
Rao, V.S.P. and Krishna, V.H. (2002). Management: Text and Cases.
New Delhi, Excel Books.
Snelson, P. (1974). Educational Development in Northern
Rhodesia 1883 – 1945. Lusaka: Kenneth Kaunda foundation.
Stufflebeam, D.L. (1971). Educational Evaluation and Decision-
Making. Itasca: Peacock.
Watson, P. and Williamson, J. (1981). The Organisation and
Economics of Distribution. London: Mc Graw Hill.

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