Day4 am resourcing-training_and_development[1]

Resourcing
(Recruitment)

Resourcing
Planning
Contract of Employment
OB & HRM
Session 05-am, Resourcing, Training and Development, slide 1

Planning for Human Resources
 Vision of the organisation
 Where are we now? – current resources
 Where do we want to go? – future needs
 How will we get there? – recruit and train

 Depends on the supply and demand of people
 Appropriate skills and cultural approach

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•Technology •Economics
•Materials •Market
•Systems •Availability of Capital
•Methods of working

HR/ Manpower Planning
“The process of determining a company‟s future
requirements for people of different categories of
skill knowledge and hence the identification of the
need for recruitment training of redundancy”

•Monetary policy •Population trends
•Legislation •Education
•Ecology •Social mobility
•Political •Social
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Employee Profile Plan, where are we now?

 As part of planning process, analyse the
profile
 Age
 Gender
 Skills and qualifications
 Part time or full

 Identify the risks and characteristics
 Turnover analysis
 Particular skill shortages
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Demographic Changes – UK Example
 Skill shortage
 Especially managers, professional and technical
 Ageing work force over last 10 years
 2.3 million more aged 25 to 64
 1.3 million fewer aged below 25

 Fewer male employees available
 An opportunity to recruit more women
 A resource and economic benefit
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Recruiting People
 In addition to traditional methods
 Use outsourcing services, the Internet and
conduct telephone interviews
 What will be the impact of new processes and
new technology?
 What are the advantages and disadvantages of
recruiting more women?

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Outsourcing
 Some companies use an external service
 Recruitment and interview service
 Advice on pay, pay structures and rewards
 Implementation of employee motivation schemes
 Assessment service and training needs analysis
 Management of training and coaching
 Departing employees support
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Resource Policy
 Qualification or culture driven
 Internal promotion versus external recruitment
 Job specification versus person specification
 Specific or broad skills
 Cost cutting by reducing workforce

 Succession planning
 Who and how to select

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Variables of Job Design
Job Rotation Job Enrichment

Job
Enlargement

Autonomous
working groups

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Job Design (2)
Mass Production
Task Monotony Low Morale
specialisation and Boredom and Output

Lean Production
Job rotation & Variety Increased Morale
Enlargement and Output

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Who should write the JD?
The Job Holder The Line Manager The Job Analyst
Knows the job well Knows the job well (as Knows the organisational
but may not have well as the job holder?) context (culture and other
requisite writing jobs)
skills
May not correctly Able to assess the Knows requirements of
identify the relative relative importance of job descriptions for
importance of tasks tasks with regard to various uses
organisational
objectives
May wish to inflate May not have requisite Professional expertise in
the importance of writing skills or time gathering information and
the post drafting employment
documentation
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Person Specifications
Rodger’s 7 Point Fraser’s 5-fold
Foot & Hook (2006)
Plan (1952) Framework (1978)
 Physical make-up  Impact on others  Physical characteristics
 Attainments  Qualifications & experience  Temperament
 Qualification &
 General intelligence  Emotional adjustment
experience
 Special aptitudes  Motivation  General intelligence
 Interests  Innate abilities  Special aptitudes
 Disposition  Interests
 Circumstances  Circumstances
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The Recruitment Process
Job analysis

Job description

Job specification Review the job

Request for Advertisement(s)
references
Completed application
and reports Forms from applicants Re–advertise

References Short list of candidates

Preparation for interview
Medical report
Selection interview
Special tests
Selection Re–offer

Induction / training Offer

Candidate accepts Candidate rejects

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Selection Interviews: Interviewer Errors

 Halo effect
 Making snap decisions
 Hiring in one‟s own image
 Stereotyping
 Making assumptions
 Gathering insufficient or irrelevant information
 Contrast effect

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Eliminating Interviewer Errors

 Structure interviews
 to gather sufficient information
 More than one interviewer
 Trained interviewers
 Allow sufficient time for interviews

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Characteristics of Psychological Tests

 Professionally developed & checked for
reliability and validity
 Administered & scored in a standardised
manner
 Test maximum performance and habitual
performance
 Scores can be compared to norms for
relevant populations

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Administrative Procedures
The successful candidate:
 Offer the position to the successful candidate.

 Secure his or her acceptance of the position.

 Agree the details of the appointment.

 Confirm the details in writing.

 Check essential qualifications.

 Initiate new employee processes.
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Terms of Employment
A contract of employment exists, even if
there is no actual written agreement
 Express, written agreement
 Implied, verbal agreement

 Subject to Working Time Regulations

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Contracts of Employment UK Example

 A contract is an agreement between two parties
enforceable by law, express or implied
 Subject to statutory law
 Must be reasonable
 Subject to collective agreements or staff handbooks
 Must give notice of any changes
 Require formal protest if not agreed
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Contents of Written Statement UK

 Employer's name and  Rules about absence,
date employment began illness and sick pay
 Your name, job title and  Length of notice from you
place of work, or a job and from your employer
description  Collective agreements
 Your pay and when paid  Pension scheme details
 Hours and place of work  Disciplinary rules
 Holidays and pay  Grievance procedures

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Typical Staff Handbook Contents
 Conduct, disciplinary rules and grievance
 Equal opportunities policy
 Performance review procedure
 Sickness and absence and holiday
 Disability discrimination policy
 Family friendly policies
 Health and safety statement and policy
 E-mail and Internet policy
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Retention Problems – UK Example

 Recruitment and retention remain major UK
challenges
 Two thirds of employers have encountered
problems in filling vacancies
 Difficulties in retaining staff
 80 percent of organisations with retention problems
have been searching for ways in controlling it

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Ending Employment – UK Example
 Under the terms of the contract of
employment, an employee may leave the
company and the employer may terminate
employment for:
 Lack of capability or qualifications
 Misconduct
 Redundancy
 Statutory bar
 Some substantial reason, such as a security risk
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Discrimination – UK Example
 Unlawful discrimination is unethical, illegal
and it can be very expensive
 Disability Discrimination Act
 Equal Pay Act
 Race Relations Act
 Sex Discrimination Act
 Employment Equality (Age) Regulations
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HR
Development
Training and Development
Learning Approaches

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Learning and Development Meaning
 Learning is the process by which a person
constructs new knowledge, skills & capabilities
 Learning & development imply a combination
of the following:
 Education
 Training
 Learning
 Application of cultural philosophy in pursuit of
people‟s development
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Skill Shortage Survey EMTA
Engineering and Marine Training Authority survey of 4,200 companies

35
30
25
20
15
10
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Skill Shortages
Existing work force plan
Restructure groups and teams
Needs analysis for training and learning
Implementation, step-by-step with „early adopters‟
(See next slide)

New recruits induction into an „early adopter
team‟
 On-going culture
Continuous improvement
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Training and Learning
 Contributes to cultural development
 Enhances current skill levels
 Training
 Concerned with job-specific skills or behaviours
 Investors in People (IIP)
 Learning
 Something we do continuously
 Mostly unstructured and unconscious

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Education and Philosophy
 Educare (Latin verb, educãre) - to bring out
Gain and retain intellectual skills
ie; to understand concepts and how they may be
transferred into a wide range of contexts
Outcomes depend on the starting point
People learn different things from the same
educational experience
 Philosophy (paradigm)
Search for understanding values
Concepts of fundamental beliefs
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Development
 A conscious efforts to control what we learn
and how we learn
„We are able to develop people in such a way as
to change most of their values and beliefs about
the way they behave and work together‟
Masaaki Imai
Kaizen: The Key to Japan's Competitive Success

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Learning Model Pedler et al

Facts you know Areas of ignorance
you can you can do
use something about
CONSCIOUS
Facts you know Facts you know
you you don't
know A B know

KNOWLEDGE IGNORANCE
Facts you know Facts you
C D
but you don't don't know
know you know you don't know

UNCONSCIOUS
Facts you have Areas of ignorance
but could you need to
use more discover

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The Basic Learning Cycle Kolb

Concrete
Experiences

Testing implications Observations
of concepts in new and
situations reflections

Formation of
abstract concepts
and generalisations

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Forms of Learning
 Adaptive learning
 Learning from the past
Reflecting on what has happened
Analysing

 Generative learning
 Options for the future
New ways of looking at the world
A creative approach

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Learning Approaches
 Learning cycle for adults is different from
children‟s learning at school

 Adult learning based on personal experience

 Learning episodes in short, separate periods

 Individual support from coaching and
mentoring is appropriate
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Small Group Activities (SGA)
 SGA includes shop floor groups formed by
five or six people
 Quality improvement
 Cost reduction
 Total productive maintenance
 Production process improvement
 Recreational and social enhancements
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Computer and E-Learning
 Information systems can be used to great
advantage to enable development and
empowerment but many organisations find it
difficult to implement
 A tool for training at „off-peak‟ times
 Shared information and knowledge
 Internal and external customers communication
 Source of shared knowledge from the Internet
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Barriers to Learning
 Training is seen as a cost and not an investment
 Development is not possible without learning
 Attitude of, „we want payback, and soon‟

 Lack of strategic thinking
 Development is an ingredient of performance

 Fear and suspicion of change
 Difficulty of change affects managers and all other
people in the organisation
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The Manager's Role in Learning Senge
 Provide creative tension
 i.e. challenging targets

 Act as a designer
 Context of the objectives
 Processes for improvement

 Manager as teacher
 A guide, coach and mentor
 Provide a good role model
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A Learning Organisation
 Encourages members to learn and develop to their
full potential by „learning to learn‟

 Extends this learning culture to customers, suppliers
and other stake holders

 Makes human resource development strategy central
to business policy

 Is where learning and working are synonymous

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Loops of Learning Argyris and Schon

 What we do
 Single Loop Learning
What we already do
Rules to do things better

 Double Loop Learning
Developing and asking why?

 Triple Loop Learning
Strategic purpose
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Pedagogy vs. Andragogy Learners
Knowles (1990)

 Pedagogy: The process of teaching children
 Andragogy: The process for teaching adults.
 Experience acquired by adults over the years is an asset for
learning
Consideration Pedagogy learners Andragogy learners
The learner Dependent personality Increasing self-reliant
Role of learner’s To be built on Resource for learning
experience
Readiness to learn Determined by age Developed from life tasks
Orientation Subject oriented Task or problem-centred
Motivation By external rewards Internal incentives/ curiosity
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Management Training
 An area of HRM that deals with what
managers know and how they use what they
know

 The major distinguishing feature between high
& low growth firms is the education, training
& experience of senior managers in people
management - MacRae (1991)

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Training Techniques
Technique Suitability Disadvantages
Lecture Suitable when a large amount of Lack of participation from the
information needs to be given to a large audience.
number of people at the same time.
Role Play A small group acts out real work The role play may not be taken
situation. seriously or trainees are too
nervous to perform the role.
Group Useful when there are varying opinions Trainees may wander too far
Discussion about issue, or a range of ways in which from the subject.
a situation could be handled.

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Training Techniques & Suitability (2)
Video/Film Used to show a real situation. Little involvement from the audience.
Project Setting a task to show case The project has to be about
trainees creativity/initiative. something that will interest the
trainees.

Case Study A case study provides the It may sometimes seem easy &
opportunity to examine a trainees may not fully appreciate that
situation in detail yet be in real-life situation there may be
removed from the pressure of more complex issues to take into
the real work situation. account

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Training Techniques & Suitability (3)
Computer Allows trainee to work at their own The tool might not be user-
pace through a series of exercises friendly.
-based
using computerised training tool.

Guided A series of recommended reading. Trainee may not be
encouraged to research further.
reading
In-tray Trainees are given a series of files, The content of the in-tray may
Exercise memos &letters similar to real work not be realistic.
situation and they need to decide on
the appropriate action to take.

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Systematic Training Model

Identify learning needs

Plan training programmes

Techniques Facilities Locations Trainers

Implement training

Evaluate training

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Training Needs Analysis (TNA)
 An effective way to identify any gap between the skills the business
needs & those possessed by employees.

 It is the process of data collection about:
 Existing employees‟ capabilities

 The organisational demands for skills,

 The analysis of the implications for changes in capability of new & changed
roles.

 The challenge is to obtain complete & accurate TNA data – 5W &
1H
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Training Needs Analysis
A thorough training needs analysis exercise comprises 6
types of analyses.
1. Context - Analysis of the business needs;
2. User - Analysis of potential participants & trainers involved in
the process;
3. Work - Analysis of the tasks being performed;
4. Content - Analysis of documents, laws, procedures used on the
job;
5. Suitability - Analysis of whether training is the solution;
6. Cost-benefit - Analysis of the ROI of training.

http://www.trainingneedsanalysis.co.uk/articles/tna_boradview.htm
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Continuing Professional Development (CPD)

The systematic maintenance, improvement &
broadening of knowledge & skill & the
development of personal qualities necessary for the
execution of professional & technical duties
throughout the practitioner‟s working life
- (ARB, 2005).

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Employees & CPD
 Employees are responsible for controlling & managing their
own development.
 Employees should decide for themselves their own learning
needs & how to fulfil them
 Learning targets should be clearly articulated & should reflect
the needs of employers as well as the employees needs.
 Learning is most effective when it is acknowledged as an
integral part of all work activity rather than an additional
burden - CIPD (2000)
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The Need for CPD
The reasons why employees engage
with CPD include the need to:
 Keep up to date („maintenance‟),
 Remain competent & valued
organisational members („survival‟),
 Enhance labour market mobility
Sadler-Smith et al (2000)

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