BMG346J2 HUMAN RESOURCE MANAGEMENT

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BMG346J2 HUMAN RESOURCE MANAGEMENT

• Norma Heaton
• Week 3 Training and development

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Employee development

• Objectives
• Understand the conceptual difference between
  training and development
• Examine some of the practical characteristics of
  learning and development
• Understand the various methods of addressing
  learning and development needs
• Explain how training and development initiatives
  may be evaluated

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Background

• Employee development seen as a cost rather than
  an investment
• Lack of investment in training and development
  identified as a major factor in Britains
  economic performance
• Critical reports
• Constable and McCormick (1987)
• Handy (1987)

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The current situation in the UK

• 4.5 million individuals have significant
  management responsibilities but 36 of
  enterprises say their managers are not proficient
• UK business leaders are rated behind
  international competitors (Germany, USA, Canada,
  France)
• Half of all junior managers rate the quality of
  leadership in their organisation as poor
• High rate of failure amongst small business
  attributable in part to poor management and
  vision
• Source Department for Education and Skills/
  Department of Trade and Industry, 2002

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The UKs voluntarist framework

• Development is seen as a means of building
  competence
• Global competition emphasises the role of human
  capital
• TD receive considerable attention in the context
  of the new psychological contract and the need to
  promote employability
• National initiatives such as National Vocational
  Qualifications, Investors in People
• Trade Union Learning Representatives

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The changing psychological contract

• The old contract
• Employee offers
• Loyalty
• Commitment
• Adequate performance
• Employer offers
• Security
• Future career
• To look after the employee

• The new contract
• Employee offers
• Continuous learning
• Keep pace with change
• Commitment to organisational success
• Manage their own career
• High productivity
• Employer offers
• Employability
• Tools and environment to achieve this
• Opportunities for development

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Terminology

• Education developing intellectual capability
• Training a narrower concept, usually involving
  planned instructional activities
• Learning focuses on changes taking place within
  the individual
• Development may include learning experiences of
  any kind, whereby individuals acquire knowledge,
  skills, values or behaviour
• Source Marchington and Wilkinson (2002,2005)

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Alan Mumford the management development paradox

• Managers often say I learned to be a manager
  from experience
• Managers lack the skills and knowledge to do
  their jobs fully effectively
• Early definition An attempt to improve
  managerial effectiveness through a planned and
  deliberate learning process
• Revised definition An attempt to improve
  managerial effectiveness through a learning
  process formal and informal

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The learning cycle (Honey and Mumford)

• Activity ?--------------------------------------
• Having an experience
• Reflection
• Review
• Theory building
• Concluding from the experience
• Planning how to put it into practice -----

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Activists and reflectors

• Activists
• Try anything once
• Revel in short-term crises
• Thrive on new challenges
• Reflectors
• Like to view experiences from different
  perspectives
• Tend to be cautious
• Collect data and analyse it before coming to
  conclusions

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Theorists and pragmatists

• Theorists
• Enjoy models and systems thinking
• Tend to be analytical
• Are unhappy with subjective experiences
• Pragmatists
• Search out new ideas and techniques
• Experiment
• Are keen to use ideas

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A model of learning and training

• Business strategy leads to a strategy for people
  development
• Identify learning and development needs
• Design development activity
• Carry out development
• Evaluate development

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Identifying learning and development needs (1)

• A training need exists when there is a gap
  between requirements of the job and current
  capabilities of the incumbent
• Is training the only solution?
• Training needs can be identified at three levels
• Organisational a global review
• Job/occupational job descriptions,
  questionnaires
• Personal interviews, questionnaires, observation

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Identifying learning and development needs (2)

• Traditional ad-hoc, piecemeal approach
• Use performance appraisal/review as a structured
  way of identifying skills and behaviours required
  to meet business needs
• Use assessment or development centres to analyse
  development needs
• Personal development plans
• See Mumford and Gold (2004) for further detail

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Categories of training and learning methods
(Marchington and Wilkinson,1995)

• Pedagogical
• Instruction Lecture
• Individually Group
• --------------------------------------------------
  --------
• based based
• Self managed Case studies
• learning
• Andragogical

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Instructional techniques and simulations

• When might these be useful?

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Lectures, presentations and videos

• When are lectures appropriate?

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Case studies and individual self-directed learning

• Case studies
• A good avenue for real life problem solving,
  working out solutions and presenting
  recommendations
• Need to be well managed with clear learning
  outcomes
• Individual self-directed learning
• E-learning, undertaken at a pace, time and
  location to suit the individual
• Appropriate for impersonal techniques

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Methods of learning and development (Torrington,
Hall and Taylor,2005)

• Off-job methods
• Educational courses
• Eg part-time study for Postgraduate Qualification
• Consultancy or in-house courses
• Concentrating on specific skills or knowledge
• Outdoor type courses
• Used to improve effectiveness in soft-skill areas
• May include wilderness experiences, shorter term
  activities but with some risk-taking, safer
  activities in an outdoor environment

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Methods of learning and development (Torrington,
Hall and Taylor,2005)-2

• Learning on the job
• Manager coaching and teaching
• Mentoring
• Peer relationships
• Action learning
• Self-development
• Learning logs

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Evaluation of training

• To determine whether objectives were met
• To improve current and future programmes
• To improve delivery by trainers
• To determine unmet needs

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Evaluating management development

• Kirkpatricks model
• Level 1 - reaction of participants
• Level 2 learning attained during
  training/development
• Level 3 job behaviour in the work environment
  after training/development
• Level 4 effect on the trainees department

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Techniques of evaluation

• Reaction
• Questionnaires, interviews, group discussion
• Learning
• Tests, examinations, structured exercises
• Behaviour
• Direct measures such as sales, production targets
• Indirect measures such as managers ratings,
  interviews
• Results
• May be related in a general way to the health
  of the organisation

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Some final thoughts

• Individuals are increasingly expected to take
  responsibility for their own learning needs,
• Emphasis on formal programmes is declining in
  favour of on-the job approaches and e-learning
• Evaluation of training and development is
  critical but difficult

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References and further reading

• Harrison,R .(2002) Learning and Development,
  CIPD, London
• Marchington,M. and Wilkinson,A. (2005) Human
  Resource Management at Work, CIPD, London
• Mumford,M. and Gold,J. (2004) Management
  development strategies for action, CIPD,London
• Reid,M. and Barrington,H. (2001) Training
  Interventions promoting learning opportunities,
  CIPD, London
• Stewart,J. (1999) Employee Development,
  FT/Prentice Hall, Essex

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References ctd

• Stewart,J. (2004) HRD in Small Organisations,
  Routledge, London
• Torrington,D., hall,L. and Taylor,S. (2005) Human
  Resource Management, FT/Prentice hall, Essex
• Wexley,K. and Latham,G. (2002) Developing and
  training human resources in organisations.
  Prentice Hall New Jersey
• www.cipd.co.uk/PublicSites
• Identifying training needs
• Training evaluation