human resource development

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Human Resource Development

Tejashree Talpade

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Definition of HRD

A set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands.

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Emergence of HRD

Employee needs extend beyond the training classroom

Includes coaching, group work, and problem solving

Need for basic employee development Need for structured career development

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Relationship Between HRM and HRD

Human resource management (HRM) encompasses many functions

Human resource development (HRD) is just one of the functions within HRM

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Primary Functions of HRM

Human resource planning Equal employment opportunity Staffing (recruitment and selection) Compensation and benefits Employee and labor relations Health, safety, and security Human resource development

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Secondary HRM Functions

Organization and job design Performance management/ performance

appraisal systems Research and information systems

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HRD Functions

Training and development (T&D) Organizational development Career development

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Training and Development (T&D)

Training – improving the knowledge, skills and attitudes of employees for the short-term, particular to a specific job or task – e.g., Employee orientation Skills & technical training Coaching Counseling

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Training and Development (T&D)

Development – preparing for future responsibilities, while increasing the capacity to perform at a current job Management training Supervisor development

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Organizational Development

The process of improving an organization’s effectiveness and member’s well-being through the application of behavioral science concepts

Focuses on both macro- and micro-levels

HRD plays the role of a change agent

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Career Development

Ongoing process by which individuals progress through series of changes until they achieve their personal level of maximum achievement. Career planning Career management

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Learning & Performance

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Critical HRD Issues

Strategic management and HRD The supervisor’s role in HRD Organizational structure of HRD

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Strategic Management & HRD

Strategic management aims to ensure organizational effectiveness for the foreseeable future – e.g., maximizing profits in the next 3 to 5 years

HRD aims to get managers and workers ready for new products, procedures, and materials

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Supervisor’s Role in HRD

Implements HRD programs and procedures On-the-job training (OJT) Coaching/mentoring/counseling Career and employee development A “front-line participant” in HRD

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Organizational Structure of HRD Departments

Depends on company size, industry and maturity

No single structure used Depends in large part on how well the HRD

manager becomes an institutional part of the company – i.e., a revenue contributor, not just a revenue user

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Sample HRD Jobs/Roles

Executive/Manager HR Strategic Advisor HR Systems Designer/Developer Organization Change Agent Organization Design Consultant Learning Program Specialist Instructor/Facilitator Individual Development and Career Counselor Performance Consultant (Coach) Researcher

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HR’s strategic role

Employees as organisation’s assets Driving business strategy Spanning organizational functions HRD Deliverables:

Performance Capacity Building Problem solving/consulting Org. change and development

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Strategic HRD

Integration of HRD with strategy formulation and implementation

Long-term view of HR policy Horizontal integration among HR functions Vertical integration with corporate strategy SHR as core competitive advantage

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Firm Capitals

Human Capital Knowledge, skills, abilities of individuals

Social Capital Relationships in social networks

Structural, cognitive, relational dimensions Intellectual capital

Knowledge and knowing capability of social collectivities Procedural/declarative; tacit/explicit; individual/social

Value and Uniqueness of capitals

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Multiple Roles for HR (Ulrich, 1997)

Future/Strategic Focus

Day-to-day/Operational Focus

Processes People

Mgmt of SHR Mgmt of Trans-Formation/Change

Mgmt of FirmInfrastructure

Mgmt of EmployeeContributions

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Definition of HR Roles

Role/Cell Deliverable/Outcome

Metaphor Core Activity

Mgmt of SHR Executing corp. strategy

Strategic Partner Aligning HR and bus. Strategy

Mgmt of Firm Infrastructure

Building an efficient infrastructure

Administrative Expert

Reengineering org. Processes

Mgmt of Employee Contributions

Increasing employee commitment and capability

Employee Champion

Providing resources to employees

Mgmt of Transformation/Change

Organizational renewal

Change Agent Managing transformation and change,

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Importance of Human Resources

Human resources are an important part of the value chain

They can be unique, and thus a source of core competence in an organization

If a core competence is related to HR, then HR can contribute to competitive advantage

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Strategic Analysis of HR: Purpose

People related strategies may be important to new strategy (for example, a change in the way the organization does business)

In today’s technologically complex business world, analysis of existing human resources is important in order to determine what options are available

The network of people within an organization and their relationships with people can be an important part of strategy

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HR and Sustainable Competitive Advantage

In some industries, people are the most important factor in success- advertising and creative development- leisure and tourism- management consulting- hospitals and medical professions

The adaptability of people to changing environments is an important skill

“The ability to learn faster than your competitors may be the only sustainable advantage” – Arie De Geus, former head of planning at Royal Dutch Shell

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Challenges for HRD

Changing workforce demographics Competing in global economy Eliminating the skills gap Need for lifelong learning Need for organizational learning

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Competing in the Global Economy

New technologies Need for more skilled and educated workers Cultural sensitivity required Team involvement Problem solving Better communications skills

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Need for Lifelong Learning

Organizations change Technologies change Products change Processes change PEOPLE must change!!

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Creating a learning organisation

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Need for Organizational Learning

Organizations must be able to learn, adapt, and change

Principles: Systems thinking Personal mastery Mental models Shared visions Team learning

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Senge suggests top managers follow several steps to build in learning:

Personal Mastery: managers empower employees and allow them to create and explore.

Mental Models: challenge employees to find new, better methods to perform a task.

Team Learning: is more important than individual learning since most decisions are made in groups.

Build a Shared Vision: people share a common mental model of the firm to evaluate opportunities.

Systems Thinking: know that actions in one area of the firm impacts all others.

Creating a Learning Organization

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A Framework for the HRD Process

HRD efforts should use the following four phases (or stages):

Needs assessment Design Implementation Evaluation

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Training & HRD Process Model

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Needs Assessment Phase

Establishing HRD priorities Defining specific training and objectives Establishing evaluation criteria

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Design Phase

Selecting who delivers program Selecting and developing program content Scheduling the training program

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Implementation Phase

Implementing or delivering the program

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Evaluation Phase

Determining program effectiveness – e.g., Keep or change providers? Offer it again? What are the true costs? Can we do it another way?

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Motivation, Reward and Recognition System

Management

Motivation, Reward and Recognition System

Management

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Motivation

The force within us that activates our behavior. It is a function of three distinct components, Intensity, Direction, and Persistence.

Intensity PersistenceDirection

MotivationMotivation

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Motivation - Intensity

Intensity refers to the amount of mental and physical effort put forth by the person.

PersistenceDirection

MotivationMotivation

Intensity

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Motivation - Direction

The extent to which an individual determines and chooses efforts focused on a particular goal.

Intensity PersistenceDirection

MotivationMotivation

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Motivation - Persistence

The extent to which the goal-directed effort is put forth over time.

Intensity PersistenceDirection

MotivationMotivation

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Motivation: Intrinsic vs. Extrinsic

IntrinsicWhen doing the job is inherently motivating

ExtrinsicWhen rewards such as pay and formal recognition act as motivators

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Two Basic Categories of Rewards

Compensation Rewards:Those given in return for acceptable performance or effort. They can include nonfinancial compensation.

Non-Compensation Rewards:Those beneficial factors related to the work situation and well-being of each person.

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Types of Rewards

Intrinsic ExtrinsicMotivation

Pay

Promotion

Sense of Accomplishment

Personal Growth Opportunities

Recognition

Job security

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Financial Compensation: Straight Salary

Advantages- Salaries are simple to administer- Planned earnings are easy to project.- Salaries are useful when substantial

development work is required.

Disadvantages- Salaries offer little incentive for better

performance.- Salaries represent fixed overhead.

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Financial Compensation: Pay for Performance

Reward Systems in most cases should be consistent with other HR systems.

The Reward System is a key driver of: HR Strategy Business Strategy Organization Culture

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Need for Consistency with Other HR Systems

Culture

Performance

Management

Employment

Training

Labor Relation

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Rewards

Overtime pay rules incontract

Sign-on BonusMerit Pay

Merit pay reinforces performance culture

Skill-based pay

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Financial Compensation: Performance Bonuses

Advantages- Organization can direct emphasis to what it

considers important.- Bonuses are particularly useful for tying

rewards to accomplishment of objectives.

Disadvantages- It may be difficult to determine a formula

for calculating bonus achievement if the objective is expressed in subjective terms.

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Non-financial Compensation

Opportunity for Promotion: The ability to move up in an organization

along one or more career paths

Sense of Accomplishment: The internal sense of satisfaction from

successful performance

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Non-financial Compensation

Opportunity for Personal Growth: Access to programs that allow for personal

development (e.g., tuition reimbursement, leadership development seminars)

Recognition: The informal or formal acknowledgement of a

desired accomplishment

Job Security: A sense of being a desired employee that

comes from consistent exceptional performance

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Understanding Reward & Recognition

Definitions: A reward is an item or experience with monetary

value that is provided for a desired behavior or performance, often with accompanying recognition

Recognition is a positive consequence provided to a person for a behavior or a result in the form of acknowledgement, approval or the expression of gratitude

“Recognition” is more of an activity or an association (a social or interpersonal activity) while a “Reward” is more of a thing (Money, Merchandise, Trophy, Travel etc)

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Why Reward & Recognise employees

By valuating and recognizing people, you harness the power of motivation, which is the single most powerful strategy used to promote performance and positive behaviors

Drives Stretch in Performance Enhances aspirations and creates Motivation Feeling Valued Builds Self Esteem and sense of Belonging Improves Individual Attitudes

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Reward is a Right; Recognition is a Gift…..

* Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11

Rewards at work

Direct Financial (pay) Indirect Financial

(benefits) Work Content (work) Careers (development) Affiliation (feeling of

belonging)

Study results: Surprisingly, all 5 types of rewards were considered equally important….

Recognition

Praise Time Toys, Trophies &

Trinkets Fun, Freedom & Food Small Money Others

Common thread – Genuine, positive, emotion

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What is Recognition?

“Recognition is any thought, word, or deed towards making someone feel appreciated for who they are

and recognized for what they do.” 1

“Recognition can be a strategic tool for shaping behavior and moving an organization in a desired direction.” 2

“Recognition is something a manager should be doing all the time—it’s a running dialogue with people.” 3

1 “Making Recognition a Daily Event” by Roy Saunderson, Recognition Management Institute

2 “A Culture of Recognition; Building a System to Celebrate Great Performance” by Rhonda Sunnarborg, BI Business Improvement Series

3 Ron Zemke, Training magazine

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Why Focus on Recognition?

Employees identify recognition as one of the most effective motivators1

Even small increases in supportive practices are associated with decreased turnover and increased sales/profitability2

Employees who feel that their organization values them are more likely to value their customers2

Appreciation and/or praise are among the top three drivers of employee motivation and engagement across a variety of industries and companies3

1 The Conference Board, 1999 HR Executive Review: Employee Recognition Programs

2 Pfeffer 2001 study

3 Hewitt Associates

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Exercise

You are the HR Manager of an FMCG organisation which has 400 employees at their HO.

You have been asked to develop an R&R program for your organisation to keep employees engaged and motivation levels high.

A separate budget would be provided for the R&R activities.

You and you team has to design a program and present it to your leadership team.

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Diversity @ workplace

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What is Diversity?

In simple terms, diversity is "otherness," or those human qualities that are different from our own and outside the groups in which we belong. There are various qualities that differentiate one individual from the next.

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Elements of Diversity

Age

Gender Ethnicity Race Physical Ability Sexual Orientation Physical

Characteristics

Income

Education

Marital Status

Religious Beliefs

Geographic Location

Parental Status

Personality Type

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Diversity:

The uniqueness of all individuals; includes everyone.

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Principles of Diversity Management

Establish a business strategy for effectively managing a diverse workforce

Create a positive work environment Promote personal and professional

development Empower all people to reach their full

potential Remove barriers that hinder progress Ensure equal opportunities and prevent

discrimination

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Creating an Organization That Can Manage Diversity

Organizational vision Top management commitment Auditing and assessment of needs Clarity of objectives Clear accountability Effective communication Coordination of activity Evaluation

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Techniques for Managing Diversity

Managing diversity training programs Core groups Multicultural teams Senior managers of diversity Targeted recruitment and selection

programs

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Techniques for Managing Diversity

Compensation and reward programs tied to achieving diversity goals

Language training Mentoring programs Cultural advisory groups Corporate social activities that celebrate

diversity

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Managing diversity effectively

Greater range of perspectives, ideas, and creativity.

Better problem definition, generation of alternatives, and decisions.

Greater potential of developing a high performance team.

Greater resilience in dealing with escalating demands.

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Mismanaging diversity

Disrupts development of trust, constructive working relationships, arriving at consensus & agreement.

Stereotyping of other members and sub grouping along cultural lines.

Misunderstanding and disruptive communication.

Low levels of efficiency, effectiveness & productivity

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Unintended Results of Managing Diversity

Programs that focus on encouraging certain groups may create feelings of unfairness or exclusion in others

Giving preferential treatment to certain groups may stigmatize their members

Increasing diversity without recognition and rewards for the new members can create organizational tension

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Implications for Managers

Managing a diverse workforce is an important part of an international manager’s job

Must understand the impact of diversity and know how to utilize

Realize different cultures view diversity differently and consider impact on manager

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Potential Benefits of an Effective Diversity Management Program

Improve organizational performance Help prevent unlawful discrimination or harassment

incidents Improve workplace relations Build more effective work teams Improve organizational problem solving Improve customer service Enhanced recruitment efforts

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Making heads count is more important than counting heads

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Possible barriers in the organization that prevent a more balanced

workforce? Limiting area of consideration Lack of diversity at the senior ranks Categorizing people into certain positions Always recruiting from same source Grooming/developing only one person

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Strategies for Inclusion

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The Value of Mentoring

Without regard to race, gender, religion, national origin ….

Inconvenience yourself to show someone else the way

Unleash someone else’s potential

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Professional Development

Identify training and development needs for all employees

Utilize Individual Development Plans Rotational & Developmental Assignments Rotate “acting” supervisor

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Diversity management is about full utilization of people with different backgrounds and experiences.

Effective diversity management strategy has a positive effect on cost reduction, creativity, problem solving, and organizational flexibility

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Human Resource Audit

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How is Human Resource Analysis Done?

Human Resource Audit Purpose:

To identify the size, skills and structure surrounding current employees and

to identify future human resource needs of the organization

Question Answered:Are the human resources a strength or a weakness?

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The Audit: Principles

Obtain some basic information on the people and policies involved in the organization

Explore in detail the role and contribution of the human resources management function in the development of strategy

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The Audit: Contents

People in the Organization Role and Contribution of HR strategy

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HR Audit: People in the organization

Employee numbers and turnover

Organization structure

Structures for controlling the organization

Use of special teams, e.g. forInnovation

Level of skills and capabilitiesrequired

Morale and rewards

Employee and industrial relations

Selection, training and development

Staffing levels

Capital investment/employee

Role of quality and personal servicein delivering the products or services

of the organization

Role of professional advice indelivering the product or service

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Role & Contribution of HR Strategy

Relationship with strategy Key characteristics of HR strategy Consistency of strategy across different levels Responsiveness of HR strategy in leading

change in the organization Role of HR strategy in leading change in the

organization Monitoring and review of HR strategy Time horizon for operation of HR strategy

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What the Audit Achieves

Provides information that is useful in deciding how feasible a strategy is

Identifies any human resource “gaps” (human resources necessary for a proposed strategy minus the current state of human resources)

Allows the organization to “benchmark” their performance against other organizations (benchmark is a process of comparison)

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Human Resources as a CSF

Critical Success Factor (CSF) = a reason why one organization is superior to another

HR can be a CSF if employees have unique skills

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Coaching and Mentoring

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Coaching and Mentoring

These definitions indicate some overlap and some differences between Mentoring and Coaching. Mentoring is often seen as a longer term process, for example offering support during a career change such as induction or becoming a senior manager.

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Mentoring

Mentoring is usually concerned with supporting practitioners whilst they make a significant career transition.

Mentoring in intended to be supportive of the individual and occurs ‘at need’. Here the emphasis is on ready and confidential access to a ‘critical friend’ who can be used as a sounding board and who offers a free form of advice.

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Coaching

Coaching is normally used to support the process of reviewing established or emerging practices. It is focused on innovation, change or specific skills.

Coaching is conceived as a more structured learning process aimed at explicit professional development in an agreed area of performance.

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Activities involved in mentoring and coaching and their overlap

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If writers are more aware of their own writing processes and what helps and hinders their writing then they are more likely both to become more confident writers and are able to support others in their writing too. The same principles apply to leaders and managers. The Mentor/Coach needs to be aware of the ways in which Mentees/Coachees can focus on themselves as learners.

The learner (the personal dimension)

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The learning (the transformational dimension)

In Mentoring and Coaching transformation or change comes about through the learning conversation. The conversation enables the process of Mentoring/Coaching in which there needs to be an explicit focus on learning. Dennison and Kirk’s cycle of learning (1990) is useful for this purpose.

This model can be applied to developing leaders and managers ie: understanding themselves before understanding others!

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What Mentoring and Coaching is not

Mentoring and Coaching is not counseling although some counseling skills may be used by the Mentor/Coach. Learning conversations do not focus on personal problems.

Neither is the learning conversation therapy although the outcome of the conversation may leave the person feeling up-lifted and may feel their emotions have changed. But learning is always the focus.

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Competency Modeling

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Competency

It is derived from the Latin word ‘Competere’, which means to be suitable.

The concept was originally developed in Psychology denoting Individual’s ability to respond to demand placed on them by the environment.

Any underlying characteristic required performing a given task, activity, or role successfully can be considered as competency.

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Competencies defined

A collection of characteristics (i.e. skills, knowledge and self-concept, traits, behaviour, motivation, etc.), that enables us to successfully complete a given task.

Self-concept Self-concept (Attitude)(Attitude)

SkillsSkills KnowledgeKnowledge

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Iceberg Model of Competencies

•Self-Image = attitudes and values •Traits = why and how we behave a certain way •Motives = what drives us, i.e., the need to seek achievement, power/influence, affliliation

•Skills = a learned ability •Knowledge = acquiring information in a particular field

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Competencies in the Corporate World

Communication – without offending others Critical Thinking – Seeing the Big picture Ethics / Social Responsibility – Ethical behaviour Information Technology – creativity optimization Interpersonal Diversity – Being non-judgmental Leadership Managing Change Self-managed Learning – self motivated Teamwork – collaboration & impact of self Technical know-how

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Emotional Competency Framework

Personal Competence

Social Competence

Self Awareness: Knowledge of one’s self-concept and values

Empathy: Awareness of others’ feelings and emotions

Self Regulation:Management of one’s impulses and emotions

Social Skills: Adeptness at inducing desired responses in others

Motivation: Self-guidance and direction

* from Working With Emotional Intelligence, by Daniel Goleman

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Competency Classification

Individual Organisation

Social BehaviouralLeadershipGeneric competencies

OrganisationalCultural

Technical Functional / operational knowledgeSkill knowledgeThreshold competencies

Core competenciesCorporate competenciesDistinctive competencies

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Why use competencies

Competencies help individuals and organisations to

improve their performance and deliver results

can be quantified and communicated can be taught, learned, measured and

monitored

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Benefits of competency-modeling

Integrates fragmented management and practices Links individual or group performance to strategic

direction Helps develop high value activities for the

organisation Focusing on what people do, not what they are Leads to organisational flexibility and stability Leads to competitive advantage Is participatory and involving Is objective; therefore, can be geared to possible

change in business future and to ensure relevance

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Benefits of competency-modeling – HR Delivery

Matching of Individuals and Jobs Employee Selection Training and Development Professional and Personal Development Performance Measurement Succession Planning

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Who Identifies competencies?

Competencies can be identified by one of more of the following category of people:

Experts HR Specialists Job analysts Psychologists Industrial Engineers etc.

in consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders and Other role set members of the role (those who have expectations from the role holder and who interact with him/her).

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What Methodology is used?

The following methods are used in combination for competency mapping:

Interviews Group work Task Forces Task Analysis workshops Questionnaire Use of Job descriptions Performance Appraisal Formats etc.

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How are they Identified?

The process of identification is not very complex. One of the methods is given below:

1. Simply ask each person who is currently performing the role to list the tasks to be performed by him one by one, and identify the Knowledge, Attitudes, and Skills required to perform each of these.

Consolidate the list. Present it to a role set group or a special task

force constituted for that role. Edit and Finalize.

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What Language to Use?

Use Technical language for technical competencies. For example: knowledge of hydraulics.

Use business language for business competencies. Example: Knowledge of markets for watch business or Strategic thinking.

Use your own language or standard terms for Behavior competencies. Example: Ability to Negotiate, Interpersonal sensitivity, Sales techniques. Too technical and conceptual knowledge align to the organization and people may create more problems than help

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Assessment Centers

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Assessment Centre

Assessment centers typically involve the participants completing a range of exercises which simulate the activities carried out in the target job.

Various combinations of these exercises and sometimes other assessment methods like psychometric testing and interviews are used to assess particular competencies in individuals.

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The theory behind this is that if one wishes to predict future job performance then the best way of doing this is to get the individual to carry out a set of tasks which accurately sample those required in the job and are as similar to them as possible.

The particular competencies used will depend upon the target job but one will often find competencies such as relating to people; resistance to stress; planning and organising; motivation; adaptability and flexibility; problem solving; leadership; communication; decision making and initiative.

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AC Vs DCAssessment centres usually –

have a pass/fail criteria are geared towards filing a job vacancy address an immediate organisational

need have fewer assessors and more

participants involve line managers as assessors have less emphasis placed on self-

assessment focus on what the candidate can do

now are geared to meet the needs of the

organisation assign the role of judge to assessors place emphasis on selection with little

or no developmental feedback and follow up

give feedback at a later date involve the organisation having control

over the information obtained have very little pre-centre briefing tend to be used with external

candidates

Development centres usually –

do not have a pass/fail criteria are geared towards developing the

individual address a longer term need have a 1:1 ratio of assessor to

participant do not have line managers as

assessors have a greater emphasis placed on

self-assessment focus on potential are geared to meet needs of the

individual as well as the organisation assign the role of facilitator to

assessors place emphasis on developmental

feedback and follow up with little or no selection function

give feedback immediately involve the individual having control

over the information obtained have a substantial pre-centre briefing tend to be used with internal

candidates

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Types of Exercises

Group Discussions In these, candidates are brought together as a

committee or project team with one or a number of items to make a recommendation on. Candidates may be assigned specific roles to play in the group or it may be structured in such a way that all the candidates have the same basic information. With this type of exercise, and in common with other types of exercise, it is of great benefit to ensure that you understand and follow the instructions for the exercise.

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Types of Exercises

In Tray This type of exercise is normally undertaken by

candidates individually. The materials comprise a bundle of correspondence and the candidate is placed in the role of somebody, generally, who assumed a new position or replaced their predecessor at short notice and have been asked to deal with their accumulated correspondence. Generally the only evidence that the assessors have to work with are the annotations which the candidates have made on the articles of mail. It is important when undertaking such an exercise to make sure that the items are not just dealt with, but that clearly mark on the items any thoughts that you have about them or any other actions that you would wish to put in train.

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Interview Simulations / Role Plays

In these exercises candidates meet individually with a role player or resource person.

Their brief is either to gather information to form a view and make a decision, or alternatively, to engage in discussion with the resource person to come to a resolution on an aspect or issue of dispute.

Typically, candidates will be allowed 15 -30 minutes to prepare for such a meeting and will be given a short, general brief on the objective for the meeting.

In undertaking such an exercise you should consider carefully how you want to spend the time in the meeting and plan accordingly. Although the assessment is made mainly on the conduct of the meeting itself, consideration will also be given to preparatory notes, thus it is useful for any meeting plan or objectives that you set yourself for the meeting to be clearly set out in your preparatory notes.

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In this type of exercise the candidate is presented with the task of making a decision about a particular business case. They are provided with a large amount of factual information which is generally ambiguous and, in some cases, contradictory.

Candidates generally work independently on such an exercise and their recommendation or decision is usually to be communicated in the form of a brief written report and/or a presentation made to the assessors. As with the other exercises it is important with this kind of exercise to ensure that your thought processes are clearly articulated and available for the scrutiny of the assessors. Of paramount importance, if the brief requires a decision to be made, ensure that a decision is made and articulated.

Case Studies / Analysis Exercises

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The above is meant as an illustrated list of the types of exercises that may be encountered in an assessment centre. Variations and permutations are almost infinite.

It is, however, worth remembering that there is a large body of academic research which suggests that the assessment centre is probably one of the most valid predictors of performance in a job and, if correctly structured, is probably one of the fairest and most objective means of gathering information upon which a selection decision can be based. From the candidate's perspective it is important to be natural and to be oneself when faced with an assessment centre, remembering always that you can only be assessed on what you have done and what the assessors can observe

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Exercise categorisation

Level 1: Administrative - suitable for a wide range of roles including: secretarial and clerical staff, call centre staff, frontline customer service roles

Level 2: Graduate - ideal for roles where there is no requirement for significant organisational experience

Level 3: First line manager - primarily for new or junior managers, or managers with little experience of people management

Level 4: Middle manager - for experienced managers, including familiarity with people management

Level 5: Executive - targeted at senior managers with significant experience

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Design an Assessment Centre

Design of an assessment centre should reflect: the ethos of the organisation the actual skills required to carry out the job potential sources of recruits the extent to which recruitment is devolved to line

managers the HR strategy.

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Design Criteria

The essential design criteria should include: duration of the centre (one day might be insufficient

for more senior posts) location (reality or ideal surroundings and

accessibility for candidates with disabilities) number of candidates brought together (five may be

too few for comfort under observation and more than eight gives problems in sharing the assessed time)

candidate background and comparability of past experience

number, mix, and experience of assessors.

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Design Criteria

Essential and desired skills /competencies to be matched to the techniques and tasks which test them

Group exercises should be as real as possible The tasks might need to encourage

competitiveness /collaboration

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Observers

There should be a number of senior observers/selectors to ensure greater objectivity through a range of views.

Selectors must be trained to observe, record, classify and rate behaviour and seek evidence accurately and objectively against the job description and person specification.

Selectors preferably should also have had some training on interviewing skills and in managing diversity, and have good listening skills.

Assessors might also be used to observe and comment on behaviour although they do not necessarlity take part in final selection decisions

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Performance Management

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An objective is a simple statement of an end result to be achieved within a specified time frame.

It should be short, clear and specific. It can also be in the form of an activity as it

may not always be possible to quantify the end results.

Objective Setting

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Gives direction to job. Helps focus on important job areas. Assists review and change in job emphasis. Provides a basis for appraisal, counselling and

feedback. Increases mutual job understanding with

superior.

Why Objective setting ?

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Are significantly important areas of job. When performed well, improves overall

results. Are maximum payoff job areas. Represent the work which account for 80% of

results.

Objectives

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Targets – are specific conditions to be achieved/indicates how much of what and by when

Activities – action steps which lead to the end results / used when targets are not quantifiable / indicate what by when

Objectives

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What is the job ? What are the end results expected ? What policies / procedures / work methods

are impeding performance ? What changes are needed for better results ? How can work assignments be

regrouped/altered to improve schedule ? What problems need to be overcome next

year ?

Process of goal setting

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Focus on imp. Areas Related to job

description Signposts Direction of work Optimum number 6

Measures imp. Results Related to objectives

Milestones/Pathways Specific condition One or more for each

objective

Objectives v/s Targets

131

Observable Basis for appraisal Jointly evolved Extra effort Clear/consistent with dept. objective Time bound Initiative Verifiable End result- emphasis on Satisfying

Criteria for objectives

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S - Specific M - Measurable A - Attainable R - Relevant T - Time-bound

Objectives should be

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Establishing specific goals to support stated purpose.

Determining the importance of these goals. Making plans for action. Arriving at performance standards and

measurement criteria. Stating anticipated problems.

Process

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Weighing the resources required to carry out the planned action.

Providing for interaction of organization and individual goals.

Following up with actual performance measurement and evaluation.

Process..

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HRs role in Performance Management

Delivering time-lines Ensuring timely adherence Auditing the objectives jointly with line

managers Ensuring objectives are in line with

organisational goals Requesting modification if required

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Thank you

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High Performance Organizations

TraditionalOrganizations Narrow expertise Rugged individuals Centralized Closed Standardized selection Routine training Job-based pay Narrow, repetitive jobs Tall rigid hierarchies Functional departments Promote compliance Routine behaviors

High Performance Organizations Multi-skilled team players Dispersed Open Realistic job interviews Continuous learning Performance-based pay Enriched jobs Flat, flexible hierarchies Self-contained businesses Promote involvement Innovation and cooperation

DesignComponents People Decision Systems Human Resources Structure Values & Culture