M_of_HR_Session_3_-_2012
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Transcript of M_of_HR_Session_3_-_2012
Training & Management Development
Session 3
Human and Social Capital
• Human Capital - individual’s skills, knowledge and expertise– Developed via formal training and education– Source of competitive advantage to individuals/organisations
• Social Capital - network of relationships that can be used for the good of the individual/collective– Network of formal and informal ties– Trust facilitating co-ordination & co-operation for the mutual
benefit– High quality relationships
Definitions
• TRAINING - process of improving the skills and knowledge of employees in order to improve their performance on current job
• DEVELOPMENT – learning that is not necessarily related to employees current job but prepares them for other positions in the organization
• MANAGEMENT DEVELOPMENT – any attempt to improve current/future management performance by imparting knowledge, changing attitudes or increasing skills
Comparative MD
• US/UK - focus on general management; training corrects individual weaknesses and contributes to business strategy and performance
• Continental Europe - leaders are ‘born not made’ – innate ability/personality as the most important factor in making an effective manager
• Germany - management is about functional specialism and technical skills
• China - discursive and group work methods of western management development clash with culture of conformity, social status and position of the expert
National approaches
VOLUNTARIST
(UK, Sweden, Australia)
• Employers train to meet business objectives; market mechanisms operate to balance the supply and demand for training– Lower productivity; slower
adoption of new technology
FUNCTIONALIST (Germany, France)
• Government regulates /legislates the degree to which employers provide functional/educational training– Surplus of blue workers;
low flexibility; ill-suited to demands of globalisation
Management Development in UK
• 2513 Euros spend per manager per year (less than half what Germany spends; only Romania spends less)
• 74% of organisations claim to have a dedicated training budget
• Only 47% of organisations have an HR rep. in the boardroom
(Methodology: 2 year study of 700 private sector firms from manufacturing, transport and services; report by The Chartered Management Institute,
July 2004)
European and Asian resistance to US case study method (Saner & Yiu, 1994)
• Anglo-Saxon - teacher as a Catalyst; solution brain
storming; innovation-oriented thinking • Germanic - teacher as an Instructor; transferring of
rules and procedures; application-oriented thinking
• Asian- teacher as a Referee; clarifying of norms and sanctions; learning to think independently of Confucianist principles
• Eastern Europe - teacher as a Gate Keeper; exploring relation between enterprise & environment
Who owns your learning and development?
• Who benefits from your learning and development?
• Who pays the costs of your learning and development?
Dilemmas
• Development of employees - costs or investment?
• Training makes employees more valuable but in the same time more marketable
• Problem of transferable and non-transferable skills
• Clash of individual needs with organizational goals
Training of multi-skilled workforce
• Off- the-job training (classroom instruction; audiovisual; e-learning; simulations)
• On-the-job training (apprenticeship; internship; action learning, job rotation, secondments)
• Systems of career management (coaching; mentoring)
• Self-development (self-assessment) • Collaborative training methods and team training
Management Development
• Systems/practices that facilitate MD: appraisal, career planning, fast-tracking
• Top 3 methods: internal skill training; external public courses; mentoring and coaching (e-learning as the least favoured method)
• Qualification based MD programmes
• Investment in MD are triggered by changes in the external environment, business need and HR strategy
Leadership Development
• Companies with very disciplined and rigorous approach to leadership development produce more talent
• Jobs, bosses, hardships and special projects are considered the most useful
• Formal training and education has limited impact
• Leaders are born and made: successful performance is attributed to experience and coaching rather than in-born talent and early-life experiences
• Feedback sessions with subordinates
Strategic training
• Alignment with organisational objectives – from a separate stand alone event to a fully integrated
strategic component
• Senior management support and involvement of line managers– Encouraging employees to accept change
• Integration with HRM policy– Drawing on information from performance
management and measurement– Quality of programme design and delivery
Training and performance: Evidence
• Positive impact on product quality, product development, market share, sales growth (Kalleberg & Moody, 1994)
• More investment related to higher profit (d’Arcimoles, 1997)
• Positively related to trust in decision-making and employee security (Boselie et al. 2000)
Training policy
• The organisation’s underlying philosophy • Who is eligible• What the process is for identifying training needs• What types of training are available and on what
basis • What the balance should be between on and off-
the-job training• Appeal mechanism for employees
Training effectiveness(Kirkpatrick, 1959;1996)
Training session:1. Reaction (to programme; to teacher)
2. Learning (grading; exams; coursework)
Transfer of learning to the workplace:3. Behaviour on employee level (activity sampling;
observer diaries; self-recording)
4. Results on organisational level (productivity; outputs and costs)
From ‘learning’ to ‘results’
• Challenging job and assignments
• Supportive work environment• Social support (supportive social interactions and
relationships)• Supervisory and peer behavior encouraging independence and
innovation
• Organizational climate: • Continuous learning culture (emphasis on innovation and
competition)
Training measurement: Difficulties
• Bias – learning as a main criterion of training effectiveness
• Intangible and non-measurable effects
• Long-term effects
• Weak link with performance– A substantial decrease in effects from learning to results criteria
due to situational factors/constraints– Modest correlations among different measures of training
effectiveness (i.e. high ‘learning’ does not mean high ‘results’)
Coaching versus mentoring
• COACHING - Conducted by immediate supervisor; showing people how to apply knowledge they already possess (Conway, 1994)
• i.e. direct supervisors cannot be good mentors (conflict between treating all subordinates equally and the need for treating
protege differently and better)
• MENTORING - Older individuals serving as role models and providing career guidance, task assistance, and social support to younger colleagues (Kram, 1985)
• i.e. mentor might counsel a protégé with personal problems to cut down on work hours while direct supervisor will have different priorities
Executive coaching
• Coach - a person who works with others to develop and implement strategies to improve their performance (Hall et al. 1999) – not the employee’s supervisor and does not
participate in distribution of reward to that employee
– the external agent with experience, expertise and credentials (confidentiality and politics issues)
Mentoring
• Impacts on the speed of assimilation of proteges, their commitment, advancement, salary progression, reduction of stress and anxiety
• It is seen as an entitlement
• Ideological belief that young adults who do not have mentors are seriously disadvantaged
• Mentoring can build a sense of dependency that hampers their proteges to function independently later in their careers
Toxic Mentors and Toxic Proteges (Feldman, 1999)
– Mentors who are seeking proteges for political support rather than technical are likely to form dysfunctional relation
– Protegees who are seeking mentors for social support rather than task support are likely to form a dysfunctional relation
– Use of deceptive impression management techniques by both parties
– The more public relationship the greater commitment to dysfunctional relation