Human Resource Development
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Human Resource Development
Tejashree Talpade
1
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.
2
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
3
Relationship Between HRM and HRD
Human resource management (HRM) encompasses many functions Human resource development (HRD) is just one of the functions within HRM
4
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
5
Secondary HRM Functions
Organization and job design Performance management/ performance appraisal systems Research and information systems
6
HRD Functions
Training and development (T&D) Organizational development Career development
7
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
8
Training and Development (T&D)
Development – preparing for future responsibilities, while increasing the capacity to perform at a current job
Management training Supervisor development
9
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
10
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
11
Learning & Performance
12
Critical HRD Issues
Strategic management and HRD The supervisor’s role in HRD Organizational structure of HRD
13
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
14
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
15
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
16
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 17
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
18
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
19
Firm Capitals
Human Capital
Knowledge, skills, abilities of individuals
Social Capital
Relationships in social networks
Intellectual capital
Knowledge and knowing capability of social collectivities
Structural, cognitive, relational dimensions
Procedural/declarative; tacit/explicit; individual/social
Value and Uniqueness of capitals
20
Multiple Roles for HR (Ulrich, 1997)
Future/Strategic Focus Mgmt of SHR Processes Mgmt of Firm Infrastructure
Mgmt of TransFormation/Change People Mgmt of Employee Contributions
Day-to-day/Operational Focus
21
Definition of HR Roles Role/Cell
Deliverable/ Outcome
Metaphor
Core Activity
Mgmt of SHR
Executing corp. strategy
Strategic Partner
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
Change Agent
Managing transformation and change,
Mgmt of Organizational Transformation/Chang renewal e
Aligning HR and bus. Strategy
22
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
23
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
24
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 25
Challenges for HRD
Changing workforce demographics Competing in global economy Eliminating the skills gap Need for lifelong learning Need for organizational learning
26
Competing in the Global Economy
New technologies Need for more skilled and educated workers Cultural sensitivity required Team involvement Problem solving Better communications skills
27
Need for Lifelong Learning
Organizations change Technologies change Products change Processes change PEOPLE must change!!
28
Creating a learning organisation
29
Need for Organizational Learning
Organizations must be able to learn, adapt, and change Principles:
Systems thinking Personal mastery Mental models Shared visions Team learning
30
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.
31
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
34
Design Phase
Selecting who delivers program Selecting and developing program content Scheduling the training program
35
Implementation Phase
Implementing or delivering the program
36
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?
37
Motivation, Reward and Recognition System Management
38
Motivation The force within us that activates our behavior. It is a function of three distinct components, Intensity, Direction, and Persistence.
Motivation Motivation
Intensity
Direction
Persistence
39
Motivation - Intensity Intensity refers to the amount of mental and physical effort put forth by the person.
Motivation Motivation
Intensity
Direction
Persistence
40
Motivation - Direction The extent to which an individual determines and chooses efforts focused on a particular goal.
Motivation Motivation
Intensity
Direction
Persistence
41
Motivation - Persistence The extent to which the goal-directed effort is put forth over time.
Motivation Motivation
Intensity
Direction
Persistence
42
Motivation: Intrinsic vs. Extrinsic
Intrinsic When doing the job is inherently motivating
Extrinsic When rewards such as pay and formal recognition act as motivators
43
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.
44
Types of Rewards
Intrinsic Sense of Accomplishment Personal Growth Opportunities
Motivation
Extrinsic Pay
Job security
Promotion Recognition
45
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.
46
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
47
Need for Consistency with Other HR Systems Skill-based pay Training Overtime pay rules in contract
Labor Relations
Sign-on Bonus
Culture
Rewards
Merit pay reinforces performance culture Performance Management
Employment Merit Pay
48
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.
49
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
50
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
51
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)
52
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
53
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…. * Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11
Recognition
Praise Time Toys, Trophies & Trinkets Fun, Freedom & Food Small Money Others Common thread – Genuine, positive, emotion
54
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
55
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 56
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.
57
Differentiation between Reward and Recognition Reward
Monetary
A reward is given by an “organization” to value something it already has or it ascribes a value to a particular job / event
Recognition
Feelings
A recognition is just an expression of feeling. It happens when a person is impacted by another person and he / she expresses it openly
58
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.
60
Elements of Diversity
Age
Income
Gender
Education
Ethnicity
Race
Marital Status
Religious Beliefs
Geographic Location
Parental Status
Personality Type
Physical Ability Sexual Orientation Physical Characteristics
61
Diversity: The uniqueness of all individuals; includes everyone.
62
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
63
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
66
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.
67
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
68
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
69
Convergence or Divergence?
Increasing domestic multiculturalism Increasing globalization of organizations
Homogeneous populations may see managing diversity as unimportant or irrelevant
70
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
71
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
72
Making heads count is more important than counting heads
73
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
74
Strategies for Inclusion
75
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
76
Professional Development
Identify training and development needs for all employees Utilize Individual Development Plans Rotational & Developmental Assignments Rotate “acting” supervisor
77
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
78
Human Resource Audit
79
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?
80
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
81
The Audit: Contents
People in the Organization Role and Contribution of HR strategy
82
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
83
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
84
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)
85
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
86
Coaching and Mentoring
87
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.
88
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.
89
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.
90
Activities involved in mentoring and coaching and their overlap
91
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.
92
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!
93
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.
94
Competency Modeling
95
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. 96
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.
Skills
Knowledge
Self-concept (Attitude)
97
Iceberg Model of Competencies •Skills = a learned ability •Knowledge = acquiring information in a particular field •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
98
99
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
100
Emotional Competency Framework Personal Competence
Social Competence
Self Awareness: Knowledge of one’s selfconcept 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
101
Competency Classification Individual
Organisation
Social
Behavioural Leadership Generic competencies
Technical
Functional / operational Core competencies knowledge Corporate competencies Skill knowledge Distinctive competencies Threshold competencies
Organisational Cultural
102
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
103
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 104
Benefits of competency-modeling – HR Delivery
Matching of Individuals and Jobs Employee Selection Training and Development Professional and Personal Development Performance Measurement Succession Planning
105
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). 106
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. 107
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. 108
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 109
Assessment Centers
110
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.
111
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.
112
AC Vs DC Assessment 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 selfassessment 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 selfassessment 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
113
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.
114
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.
115
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.
116
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.
117
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
118
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
119
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.
120
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.
121
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
122
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 123
Performance Management
124
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.
125
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.
126
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.
127
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
128
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 ?
129
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
130
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
131
Objectives should be
S - Specific M - Measurable A - Attainable R - Relevant T - Time-bound
132
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.
133
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.
134
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
135
Thank you
136
High Performance Organizations
Design Components People Decision Systems Human Resources Structure Values & Culture
Traditional Organizations 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
137
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 17
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
Intellectual capital
Knowledge and knowing capability of social collectivities
Structural, cognitive, relational dimensions
Procedural/declarative; tacit/explicit; individual/social
Value and Uniqueness of capitals
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Multiple Roles for HR (Ulrich, 1997)
Future/Strategic Focus Mgmt of SHR Processes Mgmt of Firm Infrastructure
Mgmt of TransFormation/Change People Mgmt of Employee Contributions
Day-to-day/Operational Focus
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Definition of HR Roles Role/Cell
Deliverable/ Outcome
Metaphor
Core Activity
Mgmt of SHR
Executing corp. strategy
Strategic Partner
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
Change Agent
Managing transformation and change,
Mgmt of Organizational Transformation/Chang renewal e
Aligning HR and bus. Strategy
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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 25
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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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.
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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
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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.
Motivation Motivation
Intensity
Direction
Persistence
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Motivation - Intensity Intensity refers to the amount of mental and physical effort put forth by the person.
Motivation Motivation
Intensity
Direction
Persistence
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Motivation - Direction The extent to which an individual determines and chooses efforts focused on a particular goal.
Motivation Motivation
Intensity
Direction
Persistence
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Motivation - Persistence The extent to which the goal-directed effort is put forth over time.
Motivation Motivation
Intensity
Direction
Persistence
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Motivation: Intrinsic vs. Extrinsic
Intrinsic When doing the job is inherently motivating
Extrinsic When 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 Sense of Accomplishment Personal Growth Opportunities
Motivation
Extrinsic Pay
Job security
Promotion Recognition
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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 Skill-based pay Training Overtime pay rules in contract
Labor Relations
Sign-on Bonus
Culture
Rewards
Merit pay reinforces performance culture Performance Management
Employment Merit 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….. 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…. * Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11
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 56
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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Differentiation between Reward and Recognition Reward
Monetary
A reward is given by an “organization” to value something it already has or it ascribes a value to a particular job / event
Recognition
Feelings
A recognition is just an expression of feeling. It happens when a person is impacted by another person and he / she expresses it openly
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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
Income
Gender
Education
Ethnicity
Race
Marital Status
Religious Beliefs
Geographic Location
Parental Status
Personality Type
Physical Ability Sexual Orientation Physical Characteristics
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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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Convergence or Divergence?
Increasing domestic multiculturalism Increasing globalization of organizations
Homogeneous populations may see managing diversity as unimportant or irrelevant
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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. 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
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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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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.
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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. 96
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.
Skills
Knowledge
Self-concept (Attitude)
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Iceberg Model of Competencies •Skills = a learned ability •Knowledge = acquiring information in a particular field •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
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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 selfconcept 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
Behavioural Leadership Generic competencies
Technical
Functional / operational Core competencies knowledge Corporate competencies Skill knowledge Distinctive competencies Threshold competencies
Organisational Cultural
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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 104
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). 106
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. 107
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. 108
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 109
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 DC Assessment 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 selfassessment 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 selfassessment 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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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.
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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 123
Performance Management
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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.
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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.
126
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.
127
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
128
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 ?
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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
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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
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Objectives should be
S - Specific M - Measurable A - Attainable R - Relevant T - Time-bound
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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.
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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.
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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
Design Components People Decision Systems Human Resources Structure Values & Culture
Traditional Organizations 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
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