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Therefore using that theory HRD should be viewed as a vital function offal organisations, and not just there to satisfy training issues, a proactive role. Caravan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is atoll that should be employed to obtain and support this (Caravan et al,2000).

Strategic HRD is not embraced by all organisations; some view other resources as more valuable. There are many individual interconnected components, that impact on the performance of the organisation. The human resource is in theory the most valuable resource, but does not always receive the respect, and the financial recognition to develop(Walton 1999). Mumford (1997) agreed with this stating that “other resources within the organisation have a higher value placed on them and they are protected by rules and regulations” (A Mumford 1997:78).

The theory of HRD appeals more to academics that the practioners. Garrick (1999) noted that academics rather than practitioners are more eager to pursue the 'learning perspective'. This opinion defines HRD as being solely concerned with employees' rather than organisational Strategy (Garrick 1999). Although this view is not shared by all authors. Caravan et al. (2000) defines the learning perspective that defines HRD as “responsible for fostering the long-term, work related learning capacity at an individual, group and organisational level”(Caravan et al. 2000:66).

A research undertaken by Robertson and O'Malley Hamersley reinforces this view of HRD. A two-year qualitative study composed from eighteen semi-structured interviews concluded that continuous professional learning was important to professional workers. To conclude from the study, learning does not have to directly correlate with organisational strategy. Therefore HRD can also be defined as a continuous learning programmes and encouragement of self-directed learning (Robertson and O’Malley Hamersley cited in Caravan et al. 2000:71).

Continuously during the late 1990s and into the current century there has been a shift in organisational HRD rhetoric. Walton (2004) has discussed this shift in practice as “from how to support learning to how to manage knowledge, from the learning organisation to knowledge management”. These are new implications for the HRD practitioner in what has loosely been named the new economy (Walton 2004).

3.6 Managers and facilitators

Education, training and development for managers, especially in the UK, has traditionally fallen into the “nice to have” category rather than the “must have” This view of business is persistent, with the assumption that managers are born and not made (Stern, S 2002). The majority of managers have learnt their skills through on-the-job experience. The conventional assumption, that managers learn best through “doing” whenever possible (Reader, A. 1998).

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