industrial relations module 3 -...

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Industrial Relations

Dr. Jacobo Ramírez Nuñez

D.R. Virtual University of Tecnológico de Monterrey, 2005

Module 3

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Theme III: Developing Effectiveness in Human Resources

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Topic 8: Training and Development: Systematic Improvement Approach

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Systems Model of Training

Phase 1:Needs Assessment________________• Organization analysis

• Task analysis• Person analysis

Phase 2:Design

________________• Instructional objectives

• Traineereadiness

• Learningprinciples

Phase 3:Implementation

________________• On-the-jobmethods

• Off-the-jobmethods

• Managementdevelopment

Phase 4:Evaluation

________________• Reactions• Learning• Behavior transfer• Results

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Needs Assessment for Training• Competency assessment

o Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs.

ORGANIZATIONALANALYSIS

TASK ANALYSIS

PERSON ANALYSIS

…of environment, strategies, and resources to determine where to emphasize training

…of the activities to be performed in order to determine the KSAs needed.

…of performance, knowledge, and skills in order to determine who needs training.

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Phase 1: Conducting the Needs Assessment

• Organization Analysiso An examination of the environment,

strategies, and resources of the organization to determine where training emphasis should be placed.

• Task Analysiso The process of determining what the

content of a training program should be on the basis of a study of the tasks and duties involved in the job.

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• Person Analysiso A determination of the specific

individuals who need training.

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Phase 2: Designing Training Programs

Characteristics of successful trainers

Trainee readiness and motivation

Issues in training design

Instructional objectives

Principles of learning

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Designing the Training Program• Instructional Objectives

o Represent the desired outcomes of a training program- Performance-centered objectives

o Provide a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

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Trainee Readiness and Motivation• Strategies for Creating a Motivated Training

Environment:o Use positive reinforcement.o Eliminate threats and punishment.o Be flexible.o Have participants set personal goals.o Design interesting instruction.o Break down physical and psychological

obstacles to learning.

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Principles of Learning

Figure 6.5

Individual differences

Goal setting

Meaning-fulness of presentation

Modeling

Feedback and reinforcement

Whole-versus-part learning

Massed-versus-distributed learning

Active practice and repetition

Individual differences

Goal setting

Meaning-fulness of presentation

Modeling

Feedback and reinforcement

Whole-versus-part learning

Massed-versus-distributed learning

Active practice and repetition

PRINCIPLES OF

LEARNING

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Principles of Learning

Recognition of individual learning differences

Meaningfulness of presentation

Focus on learning and transfer

Goal setting - What’s the value?

Behavioral modeling

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David Kolb & Roger Fry• David Kolb and Roger Fry (1975: 35-6) argue

that effective learning entails the possession of four different abilities:

o concrete experience abilities, o reflective observation abilities, o abstract conceptualization abilities o active experimentation abilities.

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David A. Kolb & Roger Fry)

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Kolb and Fry on Learning Styles

• strong in practical application of ideas

• can focus on hypo-deductive reasoning on specific problems

• unemotional• has narrow interests

Abstract conceptualization+ active experience

Convergers

DescriptionLearning characteristic

Learning Style

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• strong in imaginative ability

• good at generating ideas and seeing things from different perspectives

• interested in people • broad cultural interests

Divergers:Concrete experience + reflective observation

Divergers


Learning Style

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• strong ability to create theoretical models

• excels in inductive reasoning

• concerned with abstract concepts rather than people

Abstract conceptualization + reflective observation

Assimilators


Learning Style

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• greatest strength is doing things

• more of a risk taker• performs well when

required to react to immediate circumstances

• solves problems intuitively

Concrete experience + active experimentation

Accommodators


Learning Style

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Training Methods for Nonmanagerial Employees• On-the-Job Training (OJT)• Apprenticeship Training• Cooperative Training, Internships, and

Governmental Training• Classroom Instruction• Programmed Instruction• Audiovisual Methods• Computer-based Training and E-Learning• Simulation

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Training Methods for Nonmanagerial Employees (cont’d)• On-the-job training (OJT)

o Method by which employees are given hands-on experience with instructions from their supervisor or other trainer.

• Apprenticeship trainingo System of training in which a worker

entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

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Training Methods for Nonmanagerial Employees (cont’d)• Cooperative Training

o Training program that combines practical on-the-job experience with formal educational classes.

• Internship Programso Programs jointly sponsored by colleges,

universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations.

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Training Methods for Nonmanagerial Employees (cont’d)• Vestibule Training

o A special type of classroom facility is used to give instruction in the operation of equipment like that found in operating departments

o The emphasis is on instruction rather than production.

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Training Methods for Nonmanagerial Employees (cont’d)• Computer-assisted Instruction (CAI)

o A system that delivers instructional materials directly through a computer terminal in an interactive format.

• Computer-managed Instruction (CMI)o A system normally employed in

conjunction with CAI that uses a computer to generate and score tests and to determine the level of training proficiency.

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Phase 4: Evaluating the Training Program• Criteria for

EvaluatingTraining

Reactions

Beha

vior

Learning

Results

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Topic 9: Manager Development

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Career Development: Creating Favorable Conditions• Management

Participationo Provide top

management support

o Provide collaboration between line managers and HR managers

o Train management personnel

• Setting Goalso Plan human

resources strategy• Changing HR Policies

o Provide for job rotation

o Provide outplacement service

• Announcing the Programo Explain its

philosophy

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Career Development: Determining Employee Potential• Career Planning Workbooks

o Stimulate thinking about careers, strengths/limitations, development needs

• Career Planning Workshopso Discuss and compare attitudes,

concerns, plans• Career Counseling

o Discuss job, career interests, goals

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HR’s Role in Career Development

THE GOAL: MATCH INDIVIDUAL AND ORGANIZATION NEEDS

---------------------------------The Goal: Matching

• Encourage employee ownership of career.

• Create a supportive context.• Communicate direction of

company.• Establish mutual goal setting and

planning

IDENTIFY CAREER OPPORTUNITIES AND REQUIREMENTS---------------------------------

Opportunities & Requirements• Identify future competency needs.• Establish job progressions/career

paths.• Balance promotions, transfers,

exits, etc.• Establish dual career paths.

GAUGEEMPLOYEEPOTENTIAL

---------------------------------Gauge Employee Potential

• Measure competencies (appraisals).• Establish talent inventories.• Establish succession plans.• Use assessment centers.

INSTITUTE CAREER DEVELOPMENT INIT IATIVES

------------------------------------Career Development Initiatives

• Provide workbooks and workshops.

• Provide career counseling.• Provide career self-management

training.• Give developmental feedback.• Provide mentoring.

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4 3

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The Goal: Matching Individual and Organizational Needs• The Employee’s Role• The Organization’s Role: Establishing a

Favorable Context• Blending Individual and Organizational

Goals

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Balancing Individual and Organizational Needs

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Career Changes• Promotion

o A change of assignment to a job at a higher level in the organization.

o Principal criteria for determining promotions are merit, seniority, and potential.

• Transfero The placement of an individual in

another job for which the duties, responsibilities, status, and remuneration are approximately equal to those of the previous job.

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Career Change Organizational Assistance• Relocation services

o Services provided to an employee who is transferred to a new location:- Help in moving, in selling a home, in

orienting to a new culture, and/or in learning a new language.

• Outplacement serviceso Services provided by organizations to

help terminated employees find a new job.

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Topic 10: Appraising and Improving Performance

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Performance Appraisal

Appraisal Programs

Administrative Developmental

Compensation Ind. Evaluation

Job Evaluation

EEO/AA Support

Training

Career Planning

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Purposes for Performance Appraisal

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Reasons Appraisal Programs Fail• Lack of top-management information and

support• Unclear performance standards• Rater bias• Too many forms to complete• Use of the appraisal program for conflicting

purposes.

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Managerial Issues Concerning Appraisals• Managers feel that little or no benefit will be

derived from the time and energy spent in the process.

• Managers dislike the face-to-face confrontation of appraisal interviews.

• Managers are not sufficiently adept in providing appraisal feedback.

• The judgmental role of appraisal conflicts with the helping role of developing employees.

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Common Appraisal Problems• Inadequate preparation

on the part of the manager.

• Employee is not given clear objectives at the beginning of performance period.

• Manager may not be able to observe performance or have all the information.

• Inconsistency in ratings among supervisors or other raters.

• Performance standards may not be clear.

• Rating personality rather than performance.

• The halo effect, contrast effect, or some other perceptual bias.

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Common Appraisal Problems (cont’d)• Inappropriate time span

(either too short or too long).

• Overemphasis on uncharacteristic performance.

• Inflated ratings because managers do not want to deal with “bad news.”

• Subjective or vague language in written appraisals.

• Organizational politics or personal relationships cloud judgments.

• No thorough discussion of causes of performance problems.

• Manager may not be trained at evaluation or giving feedback.

• No follow-up and coaching after the evaluation.

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Establishing Performance Standards

Actualperformance

Performance measures

Zone of valid

assessment

Criterion contamination: Elements that affect the appraisal measures that are not part of the actual performance

Strategic relevance: Performance standards linked to organizational goals and competencies

Criterion deficiency: Aspects of actual performance that are not measured

Reliability:Measures that are consistent across raters and over time

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Strategic Relevance

Individual standards directly relate to strategic goals.

Criterion Deficiency

Standards capture all of an individual’s contributions.

Criterion Contamination

Performance capability is not reduced by external factors.

Reliability(Consistency)

Standards are quantifiable, measurable, and stable.

Performance Standards Characteristics

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Sources of Performance Appraisal• Manager and/or Supervisor

o Appraisal done by an employee’s manager and reviewed by a manager one level higher.

• Self-Appraisal Performance o By the employee being evaluated,

generally on an appraisal form completed by the employee prior to the performance interview.

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• Subordinate Appraisalo Appraisal of a superior by an employee,

which is more appropriate for developmental than for administrative purposes.

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Sources of Performance Appraisal• Peer Appraisal

o Appraisal by fellow employees, compiled into a single profile for use in an interview conducted by the employee’s manager.

• Team Appraisalo Appraisal, based on TQM concepts,

recognizing team accomplishment rather than individual performance.

• Customer Appraisalo Appraisal that seeks evaluation from

both external and internal customers.

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Pros and Cons of 360-Degree Appraisal• PROS

o The system is more comprehensive in that responses are gathered from multiple perspectives.

o Quality of information is better. (Quality of respondents is more important than quantity.)

o It complements TQM initiatives by emphasizing internal/external customers and teams.

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o It may lessen bias/prejudice since feedback comes from more people, not one individual.

o Feedback from peers and others may increase employee self-development.

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Pros and Cons of 360-Degree Appraisal• CONS

o The system is complex in combining all the responses.

o Feedback can be intimidating and cause resentment if employee feels the respondents have “ganged up.”

o There may be conflicting opinions, though they may all be accurate from the respective standpoints.

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o The system requires training to work effectively.

o Employees may collude or “game” the system by giving invalid evaluations to one another.

o Appraisers may not be accountable if their evaluations are anonymous.

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360-Degree Performance Appraisal System Integrity Safeguards• Assure anonymity. • Make respondents accountable.• Prevent “gaming” of the system. • Use statistical procedures. • Identify and quantify biases.

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Performance Appraisal under an MBO Program

Management by Objectives

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The Balanced Scorecard

HRM 6

Source: Robert Kaplan and David Norton, “Strateg ic Lear ning and the

Balanced Scor ecar d,” Strategy & Leadersh ip 24, no. 5 September/

October 1996): 18–24.

industrial relations module 3 -...

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