Human Resources Management Chapter 9 HUMAN RESOURCE DEVELOPMENT

Human Resources Management Chapter 9 HUMAN RESOURCE DEVELOPMENT 1

Human Resource Development(HRD) Ø Training and development, career planning and performance appraisal ØFocused on acquisition of the required attitudes and knowledge to facilitate the achievement of employee career goals and organizational strategic business objectives. 2

The Need for HR Development BUSINESS AND ECONOMIC CHANGES • Training and development can be – a platform for organisational transformation, – a mechanism for continuous organisational and individual renewal – a vehicle for global knowledge transfer’. TECHNOLOGICAL CHANGE • Technological change creates requirements for training and development. SOCIAL, LEGAL AND OTHER CHANGES • Social attitudes, legal requirements, industrial relations and so on generate training needs. • E. g. occupational health and safety, enterprise bargaining, smoking in workplace, sexual harassment, women and diversity requirements etc. 3

The Need for HR Development (cont) ORGANISATIONAL CHANGE • Maintain low-cost production of high quality products/services. • Time becomes more valuable. Organizations that work in less time will have a competitive advantage. • Customers and quality become more important to organizations. Employees should be able to add value on this part. • Organization’s planning and action are becoming global. • Work structure and design will change dramatically. Now more rely on team accountability, flexibility, multi-skilled job design. 4

Learning Organizations Feature Description Continuous learning Employees share learning with each other and use their jobs as a means for applying and creating knowledge. Knowledge generation and sharing Systems are developed for creating, capturing, and sharing knowledge. Critical systematic thinking Employees are encouraged to think in new ways, see relationships, and test assumptions. Learning culture Learning is rewarded, promoted, and supported by management. Encouragement of flexibility and experimentation Employees are encouraged to take risk, innovate, explore new ideas, try new processes, and develop new products and services. Valuing of employees Focus is on the development and well-being of employees. 5 Source: Adapted from M. A. Gephart, V. J. Marsick, M. E. Van Buren, and M. S. Spiro, ‘Learning organizations come alive’, Training and Development, vol 50, 1996, pp 34 -450

Knowledge Management -An organization’s ability to collect, store, share and apply knowledge in order to enhance its survival and success. • Knowledge management aims to exploit the intellectual capital residing in an organization. • Intellectual capital includes: Ø Human capital – knowledge, skills and abilities of employees. Ø Renewal capital – the intellectual property (patents, trademarks, copy rights, licences) which have marketable value. Ø Structural capital – the knowledge captured and retained in an organizations systems and structures. Ø Relationship capital – the value of an organizations relationships with its suppliers, customers and competitors. 6

Human Resource Development • Training and development are both concerned with changing employee behaviour and job performance. • Training emphasises immediate improvements in job performance via the procurement of specific skills. • Development aims to prepare the employee for future job responsibilities through the acquisition of new experiences, knowledge, skills and attitudes. • The reality is that ‘the distinction between training (now) and development (future) is often blurred and primarily one of intent. 7

Performance appraisal and training needs JOB ANALYSIS Job (Job description) • Job title • Duties and responsibilities • Relationships • Working conditions Performance identification • Decide what is to be measured. • Set performance standards. Person (Job specification) • Qualifications • Experience • Knowledge • Skills • Abilities • Personality Performance measurement • Evaluate actual performance. Performance comparison Compare actual performance against performance standards. 8

Performance appraisal and training needs (cont) Performance review Identify and discuss strengths and weaknesses. Training and development Identify and select training and development activities to overcome weakness, build on strengths and develop new skills, knowledge and abilities. Audit Evaluate training and development effort. 9

Training Beyond Immediate Job Requirements • HR planning examines the organization in terms of its capacity to achieve its objectives by having qualified people in the right place at the right time. • There is also an increasing belief among some experts that non-job-related training (such as personal skills training in time management, assertiveness, stress management and liberal arts subjects) produce on-the-job benefits. • In times of decreasing job security, training makes employees more valuable and improves their chances of finding another job in the event of organisational restructuring or economic downturn. 10

Systematic training and development model Three-step approach to training that involves 1. 2. 3. Assessment of training needs. Establish what is needed, by whom, when and where, so that training objectives can be determined. Conduct of training activity. Select the training methods and learning principles to be employed. Evaluation of training activity. Measure how well the activity met the training and development objectives. 11

Training Needs Analysis SOURCES OF INFORMATION Organisational variables Environmental influences Organisational culture Organisational objectives HR planning Organisational climate survey Measures of - sales - production - safety - costs Person variables Job specification Performance appraisal Test data Assessment centre data Supervisor observations Customer feedback Sales and production records Safety records Task variables Job analysis Job description 12

ASSESSMENT Identify training needs. • Organisational variables • Task variables • Personal variables Establish training objectives. ACTIVITY EVALUATION Develop evaluation criteria Select and design programs. Conduct program Evaluate outcomes against criteria 13

Activity Phase Concerned with selecting the training methods and learning principles to be employed. This involves considering both content and process: • Location — on-the-job versus off-the-job, in-house versus out-of-house • Timing — in-hours versus out-of-hours, session length (spaced versus massed learning) • Presenters — in-house versus external (for example consultants or academics). 14

Process Methods 1) 2) Ø Ø Classroom activities Simulations: Machine simulators Part simulations Vestibule training Management training 15

Management Training Ø Case studies — analytical and problem-solving skills Ø Incidents — mini cases requiring the development of a specific response Ø Role plays — trainees act out a particular role to develop their behavioural skills Ø In-basket exercises — trainees make decisions (often in writing within a specified time) on the letters, memos and notes typically found in a manager’s in-basket or in-tray Ø Gaming — forces trainees to make decisions under time and competitive pressures. Ø Adventure training - presents managers with physical and mental challenges in the hope of teaching them something about themselves and about working with other people 16

On-the-job Experience Ø Coaching - provides planned one-to-one instruction Ø Understudy assignment - provides exposure to some specific knowledge and/or skills Ø Mentor - involves the creation of a learning relationship, with the mentor (usually a senior manager) acting as a coach and role model Ø Job rotation - gives the employee work experience in various parts of the organization, thus allowing him or her to increase skills/tasks/knowledge variety 17

On-the-job Experience (cont) Ø Project assignment — provides the trainee with exposure to a range of specialist skills and knowledge Ø Small site management - exposes the trainee to a range of management problems in a small operation Ø Secondments - temporarily assigns the employee within the organisation or with an outside organisation to provide him or her with the opportunity to gain specific skills or differing viewpoints Ø Behaviour modelling - takes place in two steps: acquisition and performance. 18

Action Learning • Provides actual organisational problems (which are less easily predicted or solved than classroom problems). • The technique ‘is based on the straightforward pedagogical notion that people learn most effectively when working on real time problems occurring in their own work setting’. 19

Competency Based Training (CBT) • • CBT involves the following steps: Capability profiling Select training programs or other learning events (either on or off the job) which can develop the desired skills. Produce a personal training plan for each employee. Assess the competency. 20

Training-within-Industry • Training-within-industry programs create a multiplier effect by using a standard method in which employees are trained; these employees, in turn, train others to use the method. • Job instruction training teaches supervisors the importance of training and how to be an effective instructor. • Job method training focuses on how to generate and implement ideas for methods improvement. • Job relations training promotes better supervisor– worker relations. 21

Corporate Universities • Organisations that are serious about employee training and development, particularly in the US, are increasingly partnering with academic institutions to gain a competitive edge. • Examples: Motorola University, Mc. Donald’s Hamburger University, Disney University 22

Training Technologies • • • Programmed instruction Computer-based training Audiovisual. Multimedia Training Internet or Web based training 23

Evaluation Phase Measures of training effectiveness • Reactions: impressions during and after • Learning: during and after • Behaviour: transfer of training • Results: effects on organisational objectives 24

Orientation • Employee orientation or induction (although often forgotten) is a key part of the training and development process. • It is the systematic introduction of the new employees to their jobs, co-workers and the organisation 25

BENEFITS OF EMPLOYEE ORIENTATION • Can achieve significant cost savings by reducing the anxieties of new employees and by fostering positive attitudes, job satisfaction and a sense of commitment at the start of the employment relationship. TIMING OF ORIENTATION • Ideally, planned orientation activities should commence as soon as the employee joins the organisation 26

International Training and Management Development • • Unique challenges Cultural attitudes Learning styles Are some topics taboo? Formal or informal programs? How should training be evaluated? Dealing with questions regarding local, national and corporate culture 27

Core Concepts in Learning • Relevance - enhances learning when trainees can see that training is relevant and capable of implementation • Reinforcement - occurs in learning when a reward follows the behaviour • Transfer of training - if employees cannot transfer their training to the work situation, the training effort may have been wasted • Knowledge of results - improved performance depends on trainees being made aware of their present performance standard 28

Core Concepts in Learning (cont) • Distribution of learning - This principle relates to the scheduling of training activities. • Whole versus part learning - one popular approach is to give the trainee a brief overview of the job as a whole, then break it into building blocks for detailed instruction • Practice and learning - there is a direct relationship between skills acquisition and practice, in the same way that lack of practice leads to skill diminution • Learning styles - everyone has a unique learning style which emphasises some learning abilities over others 29

Employee production The Learning Curve High Plateau Low Time (weeks) 30