Module 3. Industrial Relations. Dr. Jacobo Ramírez Nuñez. Theme III: Developing Effectiveness in Human Resources

Transcription

1 Theme III: Developing Effectiveness in Human Resources 1 Topic 8: Training and Development: Systematic Improvement Approach 2 Systems Model of Training Phase 1: Needs Assessment Organization analysis Task analysis Person analysis Phase 2: Design Instructional objectives Trainee readiness Learning principles Phase 3: Implem entation On-the-job methods Off-the-job methods Management development Phase 4: Evaluation Reactions Learning Behavior transfer Results 3 1

2 Needs Assessment for Training Competency assessment o Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs. ORGANIZATIONAL ANALYSIS TASK 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. PERSON ANALYSIS of performance, knowledge, and skills in order to determine w ho needs training. 4 Phase 1: Conducting the Needs Assessment Organization Analysis o An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task Analysis o 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. 5 Person Analysis o A determination of the specific individuals who need training. 6 2

3 Phase 2: Designing Training Programs Issues in training design Instructional objectives Trainee readiness and motivation Principles of learning Characteristics of successful trainers 7 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. 8 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. 9 3

4 Principles of Learning Modeling Goal Goal setting Me Meaning- fulness ss of of fulne prese prese nta nta tion tion Feedback and and reinforcement PRINCIPLES OF LEARNING Individual differences Active Active practice and and repetition Massed-versusdistributed learning Whole-ve rsusparpart learning rsus- Figure Principles of Learning Focus on learning and transfer Goal setting - What s the value? Meaningfulness of presentation Behavioral modeling Recognition of individual learning differences 11 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. 12 4

5 David A. Kolb & Roger Fry) 13 Kolb and Fry on Learning Styles Learning Style Learning characteristic Description Convergers Abstract conceptualization+ active experience strong in practical application of ideas can focus on hypodeductive reasoning on specific problems unemotional has narrow interests 14 Kolb and Fry on Learning Styles Learning Style Learning characteristic Description Divergers Divergers: Concrete experience + reflective observation strong in imaginative ability good at generating ideas and seeing things from different perspectives interested in people broad cultural interests 15 5

6 Kolb and Fry on Learning Styles Learning Style Learning characteristic Description Assimilators Abstract conceptualization + reflective observation strong ability to create theoretical models excels in inductive reasoning concerned with abstract concepts rather than people 16 Kolb and Fry on Learning Styles Learning Style Learning characteristic Description Accommodators Concrete experience + active experimentation greatest strength is doing things more of a risk taker performs well when required to react to immediate circumstances solves problems intuitively 17 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 18 6

7 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 training o 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. 19 Training Methods for Nonmanagerial Employees (cont d) Cooperative Training o Training program that combines practical on-the-job experience with formal educational classes. Internship Programs o 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. 20 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. 21 7

8 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. 22 Phase 4: Evaluating the Training Program Criteria for Evaluating Training Reactions Behavior Learning Results 23 Topic 9: Manager Development 24 8

9 Career Development: Creating Favorable Conditions Management Setting Goals Participation o Plan human o Provide top resources strategy management Changing HR Policies support o Provide for job o Provide rotation collaboration o Provide between line outplacement managers and HR service managers Announcing the o Train management Program personnel o Explain its philosophy 25 Career Development: Determining Employee Potential Career Planning Workbooks o Stimulate thinking about careers, strengths/limitations, development needs Career Planning Workshops o Discuss and compare attitudes, concerns, plans Career Counseling o Discuss job, career interests, goals 26 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 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. 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. 1 2 GAUGE EMPLOYEE POTENTIAL Gauge Employee Potential Measure competencies (appraisals). Establish talent inventories. Establish succession plans. Use assessment centers

10 The Goal: Matching Individual and Organizational Needs The Employee s Role The Organization s Role: Establishing a Favorable Context Blending Individual and Organizational Goals 28 Balancing Individual and Organizational Needs 29 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. Transfer o 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

11 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 services o Services provided by organizations to help terminated employees find a new job. 31 Topic 10: Appraising and Improving Performance 32 Performance Appraisal Appraisal Programs Administrative Compensation Developmental Ind. Evaluation Job Evaluation Training EEO/AA Support Career Planning 33 11

12 Purposes for Performance Appraisal 34 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. 35 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

13 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. 37 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. 38 Establishing Performance Standards 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 Performance measures Zone of valid a sse ssm ent Actual performance Reliability: Measures that are consistent across raters and over time Criterion deficiency: Aspects of actual performance that are not measured 39 13

14 Performance Standards Characteristics Strategic Rele vance 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. 40 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. 41 Subordinate Appraisal o Appraisal of a superior by an employee, which is more appropriate for developmental than for administrative purposes

15 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 Appraisal o Appraisal, based on TQM concepts, recognizing team accomplishment rather than individual performance. Customer Appraisal o Appraisal that seeks evaluation from both external and internal customers. 43 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. 44 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

16 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. 46 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 Degree Performance Appraisal System Integrity Safeguards Assure anonymity. Make respondents accountable. Prevent gaming of the system. Use statistical procedures. Identify and quantify biases

17 Performance Appraisal under an MBO Program Management by Objectives 49 The Balanced Scorecard Source: Ro bert Kap lan a nd D avid Norton, Strateg ic Lear ni ng an d the Bala nced Scor ecar d, Strategy & Lead ersh ip 24, n o. 5 Septemb er/ October 1996): HRM