Human Resource

Development

DR SUHALIA PARVEEN

MHRM II

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.

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

Relationship Between HRM and

HRD

Human resource management (HRM) encompasses many functions

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

within HRM

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

Secondary HRM Functions

Organization and job design

Performance management/ performance appraisal systems

Research and information systems

HRD Functions

Training and development (T&D)

Organizational development

Career development

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

Training and Development (T&D)

Development – preparing for future responsibilities, while increasing

the capacity to perform at a current job

Management training

Supervisor development

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

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

Learning & Performance

Critical HRD Issues

Strategic management and HRD

The supervisor’s role in HRD

Organizational structure of HRD

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

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

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

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

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

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

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

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 Firm

Infrastructure

Mgmt of Employee

Contributions

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,

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

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

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

Challenges for HRD

Changing workforce demographics

Competing in global economy

Eliminating the skills gap

Need for lifelong learning

Need for organizational learning

Competing in the Global Economy

New technologies

Need for more skilled and educated workers

Cultural sensitivity required

Team involvement

Problem solving

Better communications skills

Need for Lifelong Learning

Organizations change

Technologies change

Products change

Processes change

PEOPLE must change!!

Creating a Learning Organization

Need for Organizational Learning

Organizations must be able to learn, adapt, and change

Principles:

Systems thinking

Personal mastery

Mental models

Shared visions

Team learning

Creating a Learning Organization

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.

A Framework for the HRD Process

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

Needs assessment

Design

Implementation

Evaluation

Training & HRD Process Model

Needs Assessment Phase

Establishing HRD priorities

Defining specific training and objectives

Establishing evaluation criteria

Design Phase

Selecting who delivers program

Selecting and developing program content

Scheduling the training program

Implementation Phase

Implementing or delivering the program

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?

Motivation, Reward and

Recognition System

Management

Motivation

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

Intensity PersistenceDirection

Motivation

Motivation - Intensity

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

PersistenceDirection

Motivation

Intensity

Motivation - Direction

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

Intensity PersistenceDirection

Motivation

Motivation - Persistence

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

Intensity PersistenceDirection

Motivation

Motivation: Intrinsic vs. Extrinsic

Intrinsic

When doing the job is inherently motivating

Extrinsic

When rewards such as pay and formal recognition act as motivators

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.

Types of Rewards

Intrinsic ExtrinsicMotivation

Pay

Promotion

Sense of

Accomplishment

Personal Growth

Opportunities Recognition

Job security

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.

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

Need for Consistency with Other HR Systems

Culture

Performance

Management

Employment

Training

Labor

Relations

Rewards

Overtime

pay rules

in

contract

Sign-on BonusMerit Pay

Merit pay

reinforces

performance

culture

Skill-based pay

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.

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

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

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)

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

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

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

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

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

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

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.

Diversity @

workplace

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.

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

Diversity:

The uniqueness of all individuals;

includes everyone.

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

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

Techniques for Managing Diversity Managing diversity training programs

Core groups

Multicultural teams

Senior managers of diversity

Targeted recruitment and selection programs

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

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.

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

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

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

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

Making heads count is more

important than counting heads

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

Strategies for Inclusion

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

Professional Development

Identify training and development needs for all employees

Utilize Individual Development Plans

Rotational & Developmental Assignments

Rotate “acting” supervisor

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

Human Resource

Audit

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?

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

The Audit: Contents

People in the Organization

Role and Contribution of HR strategy

HR Audit: People in the

organization Employee numbers and turnover

Organization structure

Structures for controlling the

organization

Use of special teams, e.g. for

Innovation

Level of skills and capabilities

required

Morale and rewards

Employee and industrial

relations

Selection, training and development

Staffing levels

Capital investment/employee

Role of quality and personal service

in delivering the products or services

of the organization

Role of professional advice in

delivering the product or service

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

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)

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

Coaching and

Mentoring

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.

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.

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.

Activities involved in mentoring and coaching and their overlap

The learner (the personal dimension)

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 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!

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.

Competency

Modeling

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.

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

(Attitude)

Skills Knowledge

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

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

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

Competency Classification

Individual Organisation

Social Behavioural

Leadership

Generic competencies

Organisational

Cultural

Technical Functional / operational

knowledge

Skill knowledge

Threshold competencies

Core competencies

Corporate competencies

Distinctive competencies

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

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

Benefits of competency-modeling – HR Delivery

Matching of Individuals and Jobs

Employee Selection

Training and Development

Professional and Personal Development

Performance Measurement

Succession Planning

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).

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.

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.

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

Assessment

Centers

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.

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.

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

Types of ExercisesGroup 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.

Types of ExercisesIn 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.

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.

Case Studies / Analysis Exercises

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.

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

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

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.

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.

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

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

Performance

Management

Objective Setting

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.

Why Objective setting ?

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.

Objectives

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

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

Process of goal setting

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 ?

Objectives v/s Targets

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

Criteria for objectives Observable

Basis for appraisal

Jointly evolved

Extra effort

Clear/consistent with dept. objective

Time bound

Initiative

Verifiable

End result- emphasis on

Satisfying

Objectives should be

S - Specific

M - Measurable

A - Attainable

R - Relevant

T - Time-bound

Process

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..

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.

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

Thank you

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

Design

Components

People

Decision Systems

Human Resources

Structure

Values & Culture