Transcript Ch09 - Chu Hai College

Human Resources Management
Chapter 9
HUMAN RESOURCE
DEVELOPMENT
1
Human Resource Development(HRD)
 Training and development, career planning
and performance appraisal
Focused 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:
 Human capital – knowledge, skills and abilities of employees.
 Renewal capital – the intellectual property (patents, trademarks,
copy rights, licences) which have marketable value.
 Structural capital – the knowledge captured and retained in an
organizations systems and structures.
 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
•
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
EVALUATION
ACTIVITY
Identify training needs.
•Organisational variables
•Task variables
•Personal variables
Establish
training
objectives.
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)




Classroom activities
Simulations:
Machine simulators
Part simulations
Vestibule training
Management training
15
Management Training
 Case studies — analytical and problem-solving skills
 Incidents — mini cases requiring the development of a
specific response
 Role plays — trainees act out a particular role to develop
their behavioural skills
 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
 Gaming — forces trainees to make decisions under time
and competitive pressures.
 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
 Coaching - provides planned one-to-one instruction
 Understudy assignment - provides exposure to some
specific knowledge and/or skills
 Mentor - involves the creation of a learning relationship,
with the mentor (usually a senior manager) acting as a
coach and role model
 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)
 Project assignment — provides the trainee with
exposure to a range of specialist skills and knowledge
 Small site management - exposes the trainee to a range
of management problems in a small operation
 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
 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,
McDonald’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