HUMAN RESOURCE MANAGEMENT

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HUMAN RESOURCE MANAGEMENT

• Norma Heaton
• Week 6 Employee development

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Employee development

• Objectives
• Understand the current context for initiatives in
  training and development in the UK
• - Consider different approaches to management
  development
• Examine methods for evaluating training and
  development
• Examine components of career management

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Background

• Employee development seen as a cost rather than
  an investment
• Critical reports
• Constable and McCormick (1987)
• UK managers receiving on average 1 days training
  per year
• Handy (1987)
• Competitor countries carrying out more management
  development and doing it better

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Groups of management development activities

• Recommendations derived from 1980s reports
• Education
• MBAs, MPAs, vocational masters
• Training
• Focus on management competencies, Management
  Charter Initiative
• Development
• Mentoring, coaching, organisation development
• Ref Guest and King (2005)

5
Research on management 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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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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Mumfords types of management development

• Informal managerial accidental processes
• Formalised development planned processes
• Integrated managerial opportunistic processes

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Informal managerial

• Occurs within managers activities
• Explicit intention is task performance
• No clear development objectives
• Unstructured in development terms
• Not planned in advance
• Owned by managers

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Formalised development

• Often away from normal managerial activities
• Explicit intention is development
• Clear development objectives
• Structured for development by developers
• Planned beforehand or reviewed subsequently as
  learning experiences
• Owned more by developers than managers

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Integrated managerial

• Occurs within managerial activities
• Intention is both task performance and
  development
• Clear development objectives
• Structured for development by boss and
  subordinate
• Planned beforehand and/or reviewed subsequently
  as learning experiences
• Owned by managers

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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

• 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
• Use of personal development plans
• See Mumford and Gold (2004) for further detail

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Management development as education

• Growth of Business Schools and MBAs
• Development of MPA Masters in Public
  Administration
• Company specific MBAs
• Growth of vocational MSc eg finance, HRM,
  marketing
• Challenge for Business Schools is to maintain
  relevance and focus on development

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Developing managers through training

• Management Charter Initiative
• Focus on competences and accreditation
• Pragmatic and practical approach
• Used as the basis for design of professional
  programmes, eg
• Chartered Management Institute
• Chartered Institute of Personnel and Development

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Development activities

• Seminars, workshops and conferences
• Mentoring
• Coaching
• Action learning through work projects
• Outdoor management development
• Self-development including distance learning

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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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Initial conclusions

• Studies by Newell (2004) and Thompson (2001)
  confirm managerial preference for learning
  through work based experiences such as
  challenging assignments and early responsibility
• Studies also confirm that mentoring and coaching
  are highly valued but only about 1/3
  organisations have formal schemes in place
• Guest and King (2005) conclude
• Amount of management education has increased
• Dearth of good research about effectiveness
• Another solution may be through career management

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Career management components

• CIPD (2004) propose five components of career
  management
• Career planning and support activities
• Career information and advice
• Developmental assignments
• Internal job markets and posting systems
• Initiatives aimed at specific populations

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Career planning and support activities

• Setting objectives through PDPs
• Formal appraisal
• Informal appraisal and developmental feedback
• Informal career support
• Developmental programmes

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Career information, advice and counselling

• Career counselling by trained individuals
• Career workshops or courses
• Career coaching
• Career information on the internet

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Developmental assignments

• External secondments
• Manages career break schemes
• Internal secondments, project assignments
• International assignments

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Internal job markets and posting systems

• Internal job market
• Online job posting or vacancy boards
• Web based systems for cvs and applications

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Initiatives aimed at specific populations

• High-potential development schemes
• Succession planning
• Graduate entry schemes
• Development or assessment centres
• Managed career moves

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Conclusions on career management

• Lack of consensus on impact
• Evidence that internal advertising, mentoring and
  career path information are increasingly common
• Matching individual and organisational needs is
  difficult to achieve in practice
• Cohen (2006)

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References and further reading

• Armstrong,M. (2003) A handbook of human resource
  management practice. Kogan Page London
• CIPD (2004) Career management a CIPD guide,
  CIPDLondon
• Cohen,L. and El-Sawad,A. (2006) Careers in
  T.Redman and A. Wilkinson (eds) Contemporary
  Human Resource Management. FT/Prentice Hall
• Doyle,M. (2004) Management development in
  Beardwell,I., Holden,L. and Claydon,T. (eds)
  Human resource management a contemporary
  perspective. FT/Prentice Hall London
• Guest,D. and King,Z. (2005) Management
  development and career development in Bach,S.
  (ed) Managing Human Resources, BlackwellOxford

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References ctd

• Mumford,M. and Gold,J. (2004) Management
  development strategies for action. CIPD London
• Newell, H. (2004) Who will follow the leader?
  Managers perceptions of management development
  activities an international comparison, SKOPE
  Research Paper no 51, Warwick University
• Thompson, A. et al (2001) Changing patterns of
  management development, Institute of Management
  London
• Wexley,K. and Latham,G. (2002) Developing and
  training human resources in organisations.
  Prentice Hall New Jersey