On the modern stage of public development Management of  Human Resource Development and

Organized training  of employees has a great importance. Main elements of Human resources are: training, education, upbringing and development. Its strategic priorities are considered as: 1) Understanding the teaching necessity as provision for sustainable perfection of human resources; 2) Increasing the managers’ active participation in staff training; 3) Widening of personnel teaching and training possibilities in the organization; 4) Focusing on all employees of the organization; 5) Management of teaching and upbringing process. The researchers working on this problem offer the following models of human resources development strategy: a) centralized; b) decentralized; c) functions transferring; d) business service; e) outsourcing.

Organizational teaching makes a great contribution in development of the organization and business  itself. Due to this  the intellectual capital of the organization is developing and consequently, its influence on the knowledge and skills of the employed people is increasing. They distinguish two types of organizational teaching: 1) one-contoured and 2) two contoured. One-contoured  or  adaptive teaching is consistent and focused on the problems and opportunities associated with the organization's activities. In case when the process of monitoring initiates an appropriate actiopn of a new situation which arises out of the external conditions, there is  used  two –contoured teaching. It is considered, that one-contoured teaching is pursuant  to make decision  of  routine, repeated  issues, and two –contoured teaching which  deals solution   of  complicated tasks which are not subjected to  programming.

The organizational teaching is directly related to the  concept of "Learning-based organization". According to the explanation of  the initiator ( P. Senge)  of this concept the employees of such organization constantly are widening  their capabilities, new methods of thinking are processed there and where they  are continually learning to increase their knowledge and skills and create all necessary conditions for the  workers continuous training.

They differentiate from each other teaching and development. The study refers to the expansion of knowledge or  achievement  the higher level of  already existing skills. The development itself  implies motion to existence or to other samples of  functioning.

There are cognitive, empirical and social theories of teaching. According to cognitive theory, knowledge is acquired through the information absorption by the forms of their principles, concepts and facts, and then by their internalization. Empirical teaching occurs when people learn based on their experience, and in case of social learning, the social aspect that has been raised in the foreground - is the main source of teaching.

The effectiveness of teaching mostly depends on the quality of motivation. The thing is that people learn better when they are motivated to learn. According to the expectation theory, if a human being thinks that the outcome of learning will benefit him, he will be more likely to learn.

As for the type of teaching is concerned, there are the following types: 1) specific experience that can be pre-planned or accidental; 2) Reflexed hire, which is an active understanding of experience or its significance; 3) abstract conceptualization - generalization of experiences for development of different concepts and ideas that can be used in appearance of  similar situations; 4) Active Expertise - Concepts or Ideas for Testing in New Situations. From analyzing the existing state of  human resource strategic management and organizational learning in Georgia, it is cleared out, that this problem is not  still payed much attention, which makes negative influence on  the effectiveness of the application  of human resources.

Finally, there are given some recommendations which, by the  author’s opinion,  will reduce shortcomings in the existed  field.