TUGASAN INDIVIDU (MASTER)
SESI SEMESTER 1 2021/2022
KOD KURSUS
E 5 1 1 0
D C
NAMA KURSUS THEORIES AND PRACTICES OF HUMAN RESOURCE
DEVELOPMENT
PENSYARAH PROF. MADYA DR. SITI RABA’AH HAMZAH
TUGASAN KE 1 / / / /5
2 3 4
TAJUK TUGASAN INDIVIDUAL ASSIGNMENT 1
NAMA PELAJAR
Sila pastikan nama & NISHALINI A/P SHANMUGAM
no.matrik adalah
BETUL
NO.MATRIK
J 4 1 6 1 1
M
PUSAT
PEMBELAJAR
AN
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………...............................................................
TUGASAN INDIVIDU
(MASTER)
KOD KURSUS DCE 5110
TUGASAN KE 1/2/3/4/5
NAMA PELAJAR
Sila pastikan nama & NISHALINI A/P SHANMUGAM
no.matrik adalah
BETUL
NO.MATRIK
J 4 1 6 1 1
M
Pengakuan pelajar : saya mengaku bahawa,
, 1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
Contents
1)
Definitions of HRD: Key Concepts from a National and International Context......................................2
Theorizing Advances in International Human Resource Development..................................................4
Exploring Self-Leadership Development of Malaysian Women Entrepreneurs.....................................7
Factors influencing employees' eating behaviours in the office-based workplace: A systematic review
...............................................................................................................................................................9
A Conceptual Overview on Relationship between Employee Attitude towards Training and
Organizational Commitment...............................................................................................................11
Impact of Islamic Values on the Leadership Style of Muslim Women Academics in Malaysia.............13
Transformative Learning Theory and Spirituality: A Whole-Person Approach.....................................15
The application of Hofstede’s cultural dimensions at Botho University: A model for workplace
harmony in a multi-cultural business environment.............................................................................17
Organizational Change: Models for Successfully Implementing Change.............................................19
The qualifications and competencies held by effective workplace trainers.........................................21
Definitions of HRD: Key Concepts from a National and International Context
By Haslinda Abdullah (2009)
This paper analyses definitions of human resource development (HRD) on the basis
of key concepts of evolving HRD, HRD from a national context and international
, HRD and concluding a single definition of HRD may not be feasible or practical. HRD
can be defined at three levels, namely: general (macro-level), national (micro-level)
and international (global level).
Numerous attempts to define human resource development (HRD) by academics,
researchers and practitioners have led to confusion in the literature, illustrating the
elusive nature of this concept. This suggests that a distinctive conceptual or
theoretical definition of HRD has not yet been established, and this issue has hence
become a subject of constant debate and discourse (Weinberger, 1998; McLean &
McLean, 2001; Wang & McLean, 2007). The process of defining HRD is made still
more difficult by the evolving nature of HRD. HRD started out as simply “training”,
and then evolved into “training and development” (T&D), and then into HRD. There is
still the issue of trying to differentiate HRD and T&D, clarify the relationship between
HRD and Human Resource Management (HRM) and identify the scope of HRD
activities.
Defining T&D has been quite straightforward, however, defining HRD has not been
so straightforward, and the issue is continuously being debated by writers and
researchers. Commonalities can be seen in the theoretical concepts and purposes of
HRD and T&D, in that they both provide human resources with learning and
education to improve performance. HRD and T&D may be similar in their concepts
and purposes, but HRD is different in that it has roles that extend far beyond training
and development (Stead and Lee, 1996). HRD and T&D may be similar in their
concepts and purposes, but HRD is different in that it has roles that extend far
beyond training and development (Stead and Lee, 1996). HRD is an extension of
T&D, which includes a strategic dimension, whereas T&D is a role in implementing
HRD. Having clarified the difference between T&D and HRD, this leads to a
discussion of the key concepts underlying HRD.
In general, the purpose of HRD, extracted from the definitions, is to enhance
individual performance and improve organisational effectiveness and productivity
(see, for example, McLagan, 1989; Chalofsky, 1992; Stewart & McGoldrick, 1996).
Purpose of HRD is to develop an individual’s career progression, rather than to
encourage individual and organisational development (Marsick & Watkins, 1994;
Desimone et al,2002; Gilley et al, 2002). Another key purpose of HRD drawn out
from the various definitions is performance improvement. Hence, individual
development, organisational development, career development and performance
development are the four main functions of HRD and can interrelated functions
within HRD. The purposes of HRD could be said to be changing and evolving in
accordance with organisational strategies and goals. HRD are suggested to be in
consonance with the individual country’s requirements and structure (McLean &
McLean, 2001).
The theoretical and conceptual framework of HRD varies by country according to
three dimensions, namely the scope of activities within HRD, the intended audience
for development and the national purposes of HRD (McLean and McLean, 2001).
Within the dimension of national context, it focused mainly on developing the
individual and the organisation through T&D and career development activities for
individuals and organizational development initiatives for the organization as the
SESI SEMESTER 1 2021/2022
KOD KURSUS
E 5 1 1 0
D C
NAMA KURSUS THEORIES AND PRACTICES OF HUMAN RESOURCE
DEVELOPMENT
PENSYARAH PROF. MADYA DR. SITI RABA’AH HAMZAH
TUGASAN KE 1 / / / /5
2 3 4
TAJUK TUGASAN INDIVIDUAL ASSIGNMENT 1
NAMA PELAJAR
Sila pastikan nama & NISHALINI A/P SHANMUGAM
no.matrik adalah
BETUL
NO.MATRIK
J 4 1 6 1 1
M
PUSAT
PEMBELAJAR
AN
Pengakuan pelajar : saya mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………...............................................................
TUGASAN INDIVIDU
(MASTER)
KOD KURSUS DCE 5110
TUGASAN KE 1/2/3/4/5
NAMA PELAJAR
Sila pastikan nama & NISHALINI A/P SHANMUGAM
no.matrik adalah
BETUL
NO.MATRIK
J 4 1 6 1 1
M
Pengakuan pelajar : saya mengaku bahawa,
, 1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab saya sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
Contents
1)
Definitions of HRD: Key Concepts from a National and International Context......................................2
Theorizing Advances in International Human Resource Development..................................................4
Exploring Self-Leadership Development of Malaysian Women Entrepreneurs.....................................7
Factors influencing employees' eating behaviours in the office-based workplace: A systematic review
...............................................................................................................................................................9
A Conceptual Overview on Relationship between Employee Attitude towards Training and
Organizational Commitment...............................................................................................................11
Impact of Islamic Values on the Leadership Style of Muslim Women Academics in Malaysia.............13
Transformative Learning Theory and Spirituality: A Whole-Person Approach.....................................15
The application of Hofstede’s cultural dimensions at Botho University: A model for workplace
harmony in a multi-cultural business environment.............................................................................17
Organizational Change: Models for Successfully Implementing Change.............................................19
The qualifications and competencies held by effective workplace trainers.........................................21
Definitions of HRD: Key Concepts from a National and International Context
By Haslinda Abdullah (2009)
This paper analyses definitions of human resource development (HRD) on the basis
of key concepts of evolving HRD, HRD from a national context and international
, HRD and concluding a single definition of HRD may not be feasible or practical. HRD
can be defined at three levels, namely: general (macro-level), national (micro-level)
and international (global level).
Numerous attempts to define human resource development (HRD) by academics,
researchers and practitioners have led to confusion in the literature, illustrating the
elusive nature of this concept. This suggests that a distinctive conceptual or
theoretical definition of HRD has not yet been established, and this issue has hence
become a subject of constant debate and discourse (Weinberger, 1998; McLean &
McLean, 2001; Wang & McLean, 2007). The process of defining HRD is made still
more difficult by the evolving nature of HRD. HRD started out as simply “training”,
and then evolved into “training and development” (T&D), and then into HRD. There is
still the issue of trying to differentiate HRD and T&D, clarify the relationship between
HRD and Human Resource Management (HRM) and identify the scope of HRD
activities.
Defining T&D has been quite straightforward, however, defining HRD has not been
so straightforward, and the issue is continuously being debated by writers and
researchers. Commonalities can be seen in the theoretical concepts and purposes of
HRD and T&D, in that they both provide human resources with learning and
education to improve performance. HRD and T&D may be similar in their concepts
and purposes, but HRD is different in that it has roles that extend far beyond training
and development (Stead and Lee, 1996). HRD and T&D may be similar in their
concepts and purposes, but HRD is different in that it has roles that extend far
beyond training and development (Stead and Lee, 1996). HRD is an extension of
T&D, which includes a strategic dimension, whereas T&D is a role in implementing
HRD. Having clarified the difference between T&D and HRD, this leads to a
discussion of the key concepts underlying HRD.
In general, the purpose of HRD, extracted from the definitions, is to enhance
individual performance and improve organisational effectiveness and productivity
(see, for example, McLagan, 1989; Chalofsky, 1992; Stewart & McGoldrick, 1996).
Purpose of HRD is to develop an individual’s career progression, rather than to
encourage individual and organisational development (Marsick & Watkins, 1994;
Desimone et al,2002; Gilley et al, 2002). Another key purpose of HRD drawn out
from the various definitions is performance improvement. Hence, individual
development, organisational development, career development and performance
development are the four main functions of HRD and can interrelated functions
within HRD. The purposes of HRD could be said to be changing and evolving in
accordance with organisational strategies and goals. HRD are suggested to be in
consonance with the individual country’s requirements and structure (McLean &
McLean, 2001).
The theoretical and conceptual framework of HRD varies by country according to
three dimensions, namely the scope of activities within HRD, the intended audience
for development and the national purposes of HRD (McLean and McLean, 2001).
Within the dimension of national context, it focused mainly on developing the
individual and the organisation through T&D and career development activities for
individuals and organizational development initiatives for the organization as the
