Upload
others
View
54
Download
2
Embed Size (px)
Citation preview
Human Resource
Development
DR SUHALIA PARVEEN
MHRM II
Definition of HRD
A set of systematic and planned activities designed by an
organization to provide its members with the necessary skills to meet
current and future job demands.
Emergence of HRD
Employee needs extend beyond the training classroom
Includes coaching, group work, and problem solving
Need for basic employee development
Need for structured career development
Relationship Between HRM and
HRD
Human resource management (HRM) encompasses many functions
Human resource development (HRD) is just one of the functions
within HRM
Primary Functions of HRM
Human resource planning
Equal employment opportunity
Staffing (recruitment and selection)
Compensation and benefits
Employee and labor relations
Health, safety, and security
Human resource development
Secondary HRM Functions
Organization and job design
Performance management/ performance appraisal systems
Research and information systems
HRD Functions
Training and development (T&D)
Organizational development
Career development
Training and Development (T&D)
Training – improving the knowledge, skills and attitudes of
employees for the short-term, particular to a specific job or task –
e.g.,
Employee orientation
Skills & technical training
Coaching
Counseling
Training and Development (T&D)
Development – preparing for future responsibilities, while increasing
the capacity to perform at a current job
Management training
Supervisor development
Organizational Development
The process of improving an organization’s effectiveness and member’s well-being through the application of behavioral science concepts
Focuses on both macro- and micro-levels
HRD plays the role of a change agent
Career Development
Ongoing process by which individuals progress through series of
changes until they achieve their personal level of maximum
achievement.
Career planning
Career management
Learning & Performance
Critical HRD Issues
Strategic management and HRD
The supervisor’s role in HRD
Organizational structure of HRD
Strategic Management & HRD
Strategic management aims to ensure organizational effectiveness
for the foreseeable future – e.g., maximizing profits in the next 3 to 5
years
HRD aims to get managers and workers ready for new products,
procedures, and materials
Supervisor’s Role in HRD
Implements HRD programs and procedures
On-the-job training (OJT)
Coaching/mentoring/counseling
Career and employee development
A “front-line participant” in HRD
Organizational Structure of HRD
Departments
Depends on company size, industry and maturity
No single structure used
Depends in large part on how well the HRD manager becomes an
institutional part of the company – i.e., a revenue contributor, not
just a revenue user
Sample HRD Jobs/Roles
Executive/Manager
HR Strategic Advisor
HR Systems Designer/Developer
Organization Change Agent
Organization Design Consultant
Learning Program Specialist
Instructor/Facilitator
Individual Development and Career Counselor
Performance Consultant (Coach)
Researcher
HR’s strategic role
Employees as organisation’s assets
Driving business strategy
Spanning organizational functions
HRD Deliverables:
Performance
Capacity Building
Problem solving/consulting
Org. change and development
Strategic HRD
Integration of HRD with strategy formulation and implementation
Long-term view of HR policy
Horizontal integration among HR functions
Vertical integration with corporate strategy
SHR as core competitive advantage
Firm Capitals
Human Capital
Knowledge, skills, abilities of individuals
Social Capital
Relationships in social networks
Structural, cognitive, relational dimensions
Intellectual capital
Knowledge and knowing capability of social collectivities
Procedural/declarative; tacit/explicit; individual/social
Value and Uniqueness of capitals
Multiple Roles for HR (Ulrich, 1997)
Future/Strategic Focus
Day-to-day/Operational Focus
Processes People
Mgmt of SHR Mgmt of Trans-
Formation/Change
Mgmt of Firm
Infrastructure
Mgmt of Employee
Contributions
Definition of HR Roles
Role/Cell Deliverable/
Outcome
Metaphor Core Activity
Mgmt of SHR Executing corp. strategy Strategic Partner Aligning HR and bus.
Strategy
Mgmt of Firm Infrastructure Building an efficient
infrastructure
Administrative Expert Reengineering org.
Processes
Mgmt of Employee
Contributions
Increasing employee
commitment and capability
Employee Champion Providing resources to
employees
Mgmt of
Transformation/Change
Organizational renewal Change Agent Managing transformation
and change,
Importance of Human Resources
Human resources are an important part of the value chain
They can be unique, and thus a source of core competence
in an organization
If a core competence is related to HR, then HR can contribute
to competitive advantage
Strategic Analysis of HR: Purpose
People related strategies may be important to new strategy (for example, a change in the way the organization does business)
In today’s technologically complex business world, analysis of existing human resources is important in order to determine what options are available
The network of people within an organization and their relationships with people can be an important part of strategy
HR and Sustainable Competitive Advantage
In some industries, people are the most important factor in success
- advertising and creative development
- leisure and tourism
- management consulting
- hospitals and medical professions
The adaptability of people to changing environments is an important skill
“The ability to learn faster than your competitors may be the only sustainable advantage” – Arie De Geus, former head of planning at Royal Dutch Shell
Challenges for HRD
Changing workforce demographics
Competing in global economy
Eliminating the skills gap
Need for lifelong learning
Need for organizational learning
Competing in the Global Economy
New technologies
Need for more skilled and educated workers
Cultural sensitivity required
Team involvement
Problem solving
Better communications skills
Need for Lifelong Learning
Organizations change
Technologies change
Products change
Processes change
PEOPLE must change!!
Creating a Learning Organization
Need for Organizational Learning
Organizations must be able to learn, adapt, and change
Principles:
Systems thinking
Personal mastery
Mental models
Shared visions
Team learning
Creating a Learning Organization
Senge suggests top managers follow several steps to build in learning:
Personal Mastery: managers empower employees and allow them to create and explore.
Mental Models: challenge employees to find new, better methods to perform a task.
Team Learning: is more important than individual learning since most decisions are made in groups.
Build a Shared Vision: people share a common mental model of the firm to evaluate opportunities.
Systems Thinking: know that actions in one area of the firm impacts all others.
A Framework for the HRD Process
HRD efforts should use the following four phases (or stages):
Needs assessment
Design
Implementation
Evaluation
Training & HRD Process Model
Needs Assessment Phase
Establishing HRD priorities
Defining specific training and objectives
Establishing evaluation criteria
Design Phase
Selecting who delivers program
Selecting and developing program content
Scheduling the training program
Implementation Phase
Implementing or delivering the program
Evaluation Phase
Determining program effectiveness – e.g.,
Keep or change providers?
Offer it again?
What are the true costs?
Can we do it another way?
Motivation, Reward and
Recognition System
Management
Motivation
The force within us that activates our behavior. It is a function of three distinct components, Intensity, Direction, and Persistence.
Intensity PersistenceDirection
Motivation
Motivation - Intensity
Intensity refers to the amount of mental and physical effort put forth by the person.
PersistenceDirection
Motivation
Intensity
Motivation - Direction
The extent to which an individual determines and chooses efforts focused on a particular goal.
Intensity PersistenceDirection
Motivation
Motivation - Persistence
The extent to which the goal-directed effort is put forth over time.
Intensity PersistenceDirection
Motivation
Motivation: Intrinsic vs. Extrinsic
Intrinsic
When doing the job is inherently motivating
Extrinsic
When rewards such as pay and formal recognition act as motivators
Two Basic Categories of Rewards
Compensation Rewards:
Those given in return for acceptable
performance or effort. They can include
nonfinancial compensation.
Non-Compensation Rewards:
Those beneficial factors related to the work
situation and well-being of each person.
Types of Rewards
Intrinsic ExtrinsicMotivation
Pay
Promotion
Sense of
Accomplishment
Personal Growth
Opportunities Recognition
Job security
Financial Compensation: Straight Salary
Advantages
- Salaries are simple to administer
- Planned earnings are easy to project.
- Salaries are useful when substantial development work is required.
Disadvantages
- Salaries offer little incentive for better performance.
- Salaries represent fixed overhead.
Financial Compensation: Pay for
Performance
Reward Systems in most cases should be consistent with other HR
systems.
The Reward System is a key driver of:
HR Strategy
Business Strategy
Organization Culture
Need for Consistency with Other HR Systems
Culture
Performance
Management
Employment
Training
Labor
Relations
Rewards
Overtime
pay rules
in
contract
Sign-on BonusMerit Pay
Merit pay
reinforces
performance
culture
Skill-based pay
Financial Compensation: Performance
Bonuses
Advantages
- Organization can direct emphasis to what it considers important.
- Bonuses are particularly useful for tying rewards to accomplishment of objectives.
Disadvantages
- It may be difficult to determine a formula for calculating bonus achievement if the objective is expressed in subjective terms.
Non-financial Compensation
Opportunity for Promotion:
The ability to move up in an organization
along one or more career paths
Sense of Accomplishment:
The internal sense of satisfaction from
successful performance
Non-financial Compensation
Opportunity for Personal Growth:
Access to programs that allow for personal development (e.g., tuition reimbursement, leadership development seminars)
Recognition:
The informal or formal acknowledgement of a desired accomplishment
Job Security:
A sense of being a desired employee that comes from consistent exceptional performance
Understanding Reward & Recognition
Definitions:
A reward is an item or experience with monetary value that is provided for a desired behavior or performance, often with accompanying recognition
Recognition is a positive consequence provided to a person for a behavior or a result in the form of acknowledgement, approval or the expression of gratitude
“Recognition” is more of an activity or an association (a social or interpersonal activity) while a “Reward” is more of a thing (Money, Merchandise, Trophy, Travel etc)
Why Reward & Recognise
employees
By valuating and recognizing people, you harness the power of motivation, which is the single most powerful strategy used to promote performance and positive behaviors
Drives Stretch in Performance
Enhances aspirations and creates Motivation
Feeling Valued
Builds Self Esteem and sense of Belonging
Improves Individual Attitudes
Reward is a Right; Recognition is a Gift…..
Rewards at work
Direct Financial (pay)
Indirect Financial (benefits)
Work Content (work)
Careers (development)
Affiliation (feeling of belonging)
Study results: Surprisingly, all 5 types of rewards were considered equally important….
Recognition
Praise
Time
Toys, Trophies & Trinkets
Fun, Freedom & Food
Small Money
Others
Common thread – Genuine, positive, emotion
* Gerald Ledford Jr. and Peter LeBlanc, World at Work 9, no.3 (Q3 2000):1-11
What is Recognition?
“Recognition is any thought, word, or deed towards making someone feel appreciated for who they are and
recognized for what they do.” 1
“Recognition can be a strategic tool for shaping behavior and moving an organization in a desired direction.” 2
“Recognition is something a manager should be doing all the time—it’s a running dialogue with people.” 3
1 “Making Recognition a Daily Event” by Roy Saunderson, Recognition Management Institute
2 “A Culture of Recognition; Building a System to Celebrate Great Performance” by Rhonda
Sunnarborg, BI Business Improvement Series
3 Ron Zemke, Training magazine
Why Focus on Recognition?
Employees identify recognition as one of the most effective
motivators1
Even small increases in supportive practices are associated with
decreased turnover and increased sales/profitability2
Employees who feel that their organization values them are more likely
to value their customers2
Appreciation and/or praise are among the top three drivers of
employee motivation and engagement across a variety of industries
and companies3
1 The Conference Board, 1999 HR Executive Review:
Employee Recognition Programs
2 Pfeffer 2001 study
3 Hewitt Associates
Exercise You are the HR Manager of an FMCG organisation which has
400 employees at their HO.
You have been asked to develop an R&R program for your
organisation to keep employees engaged and motivation
levels high.
A separate budget would be provided for the R&R activities.
You and you team has to design a program and present it to
your leadership team.
Diversity @
workplace
What is Diversity?
In simple terms, diversity is "otherness," or those human qualities that
are different from our own and outside the groups in which we
belong. There are various qualities that differentiate one individual
from the next.
Elements of Diversity
Age
Gender
Ethnicity
Race
Physical Ability
Sexual Orientation
Physical Characteristics
Income
Education
Marital Status
Religious Beliefs
Geographic Location
Parental Status
Personality Type
Diversity:
The uniqueness of all individuals;
includes everyone.
Principles of Diversity Management
Establish a business strategy for effectively managing a
diverse workforce
Create a positive work environment
Promote personal and professional development
Empower all people to reach their full potential
Remove barriers that hinder progress
Ensure equal opportunities and prevent discrimination
Creating an Organization That Can Manage Diversity
Organizational vision
Top management commitment
Auditing and assessment of needs
Clarity of objectives
Clear accountability
Effective communication
Coordination of activity
Evaluation
Techniques for Managing Diversity Managing diversity training programs
Core groups
Multicultural teams
Senior managers of diversity
Targeted recruitment and selection programs
Techniques for Managing Diversity Compensation and reward programs tied to achieving
diversity goals
Language training
Mentoring programs
Cultural advisory groups
Corporate social activities that celebrate diversity
Managing diversity effectively
Greater range of perspectives, ideas, and creativity.
Better problem definition, generation of alternatives, and
decisions.
Greater potential of developing a high performance team.
Greater resilience in dealing with escalating demands.
Mismanaging diversity
Disrupts development of trust, constructive working
relationships, arriving at consensus & agreement.
Stereotyping of other members and sub grouping along
cultural lines.
Misunderstanding and disruptive communication.
Low levels of efficiency, effectiveness & productivity
Unintended Results of Managing
Diversity Programs that focus on encouraging certain groups may
create feelings of unfairness or exclusion in others
Giving preferential treatment to certain groups may stigmatize
their members
Increasing diversity without recognition and rewards for the
new members can create organizational tension
Implications for Managers Managing a diverse workforce is an important part of an
international manager’s job
Must understand the impact of diversity and know how to
utilize
Realize different cultures view diversity differently and
consider impact on manager
Potential Benefits of an Effective Diversity
Management Program
Improve organizational performance
Help prevent unlawful discrimination or harassment
incidents
Improve workplace relations
Build more effective work teams
Improve organizational problem solving
Improve customer service
Enhanced recruitment efforts
Making heads count is more
important than counting heads
Possible barriers in the organization that prevent a more balanced workforce?
Limiting area of consideration
Lack of diversity at the senior ranks
Categorizing people into certain positions
Always recruiting from same source
Grooming/developing only one person
Strategies for Inclusion
The Value of Mentoring
Without regard to race, gender, religion,
national origin ….
Inconvenience yourself to show
someone else the way
Unleash someone else’s potential
Professional Development
Identify training and development needs for all employees
Utilize Individual Development Plans
Rotational & Developmental Assignments
Rotate “acting” supervisor
Diversity management is about full utilization of people with different
backgrounds and experiences.
Effective diversity management strategy has a positive effect on
cost reduction, creativity, problem solving, and organizational
flexibility
Human Resource
Audit
How is Human Resource Analysis
Done? Human Resource Audit
Purpose:
To identify the size, skills and structure surrounding
current employees and
to identify future human resource needs of the
organization
Question Answered:
Are the human resources a strength or a weakness?
The Audit: Principles
Obtain some basic information on the people and policies
involved in the organization
Explore in detail the role and contribution of the human
resources management function in the development of
strategy
The Audit: Contents
People in the Organization
Role and Contribution of HR strategy
HR Audit: People in the
organization Employee numbers and turnover
Organization structure
Structures for controlling the
organization
Use of special teams, e.g. for
Innovation
Level of skills and capabilities
required
Morale and rewards
Employee and industrial
relations
Selection, training and development
Staffing levels
Capital investment/employee
Role of quality and personal service
in delivering the products or services
of the organization
Role of professional advice in
delivering the product or service
Role & Contribution of HR Strategy Relationship with strategy
Key characteristics of HR strategy
Consistency of strategy across different levels
Responsiveness of HR strategy in leading change in the
organization
Role of HR strategy in leading change in the organization
Monitoring and review of HR strategy
Time horizon for operation of HR strategy
What the Audit Achieves
Provides information that is useful in deciding how feasible a
strategy is
Identifies any human resource “gaps” (human resources necessary
for a proposed strategy minus the current state of human resources)
Allows the organization to “benchmark” their performance against
other organizations (benchmark is a process of comparison)
Human Resources as a CSF
Critical Success Factor (CSF) = a reason why one organization
is superior to another
HR can be a CSF if employees have unique skills
Coaching and
Mentoring
Coaching and Mentoring
These definitions indicate some overlap and some differences between Mentoring and Coaching. Mentoring is often seen as a longer term process, for example offering support during a career change such as induction or becoming a senior manager.
Mentoring
Mentoring is usually concerned with supporting practitioners whilst
they make a significant career transition.
Mentoring in intended to be supportive of the individual and occurs
‘at need’. Here the emphasis is on ready and confidential access to
a ‘critical friend’ who can be used as a sounding board and who
offers a free form of advice.
Coaching
Coaching is normally used to support the process of reviewing
established or emerging practices. It is focused on innovation,
change or specific skills.
Coaching is conceived as a more structured learning process
aimed at explicit professional development in an agreed area of
performance.
Activities involved in mentoring and coaching and their overlap
The learner (the personal dimension)
If writers are more aware of their own writing
processes and what helps and hinders their writing
then they are more likely both to become more
confident writers and are able to support others in
their writing too. The same principles apply to leaders
and managers. The Mentor/Coach needs to be aware
of the ways in which Mentees/Coachees can focus on
themselves as learners.
The learning (the transformational dimension)
In Mentoring and Coaching transformation or change comes about through the learning conversation. The conversation enables the process of Mentoring/Coaching in which there needs to be an explicit focus on learning. Dennison and Kirk’s cycle of learning (1990) is useful for this purpose.
This model can be
applied to developing
leaders and
managers ie:
understanding
themselves before
understanding
others!
What Mentoring and Coaching is not
Mentoring and Coaching is not counseling although some
counseling skills may be used by the Mentor/Coach. Learning
conversations do not focus on personal problems.
Neither is the learning conversation therapy although the
outcome of the conversation may leave the person feeling
up-lifted and may feel their emotions have changed. But
learning is always the focus.
Competency
Modeling
Competency
It is derived from the Latin word
‘Competere’, which means to be suitable.
The concept was originally developed in
Psychology denoting Individual’s ability to
respond to demand placed on them by
the environment.
Any underlying characteristic required
performing a given task, activity, or role
successfully can be considered as
competency.
Competencies defined A collection of characteristics (i.e. skills, knowledge
and self-concept, traits, behaviour, motivation,
etc.), that enables us to successfully complete a
given task.
Self-concept
(Attitude)
Skills Knowledge
Iceberg Model of Competencies
•Self-Image = attitudes and
values
•Traits = why and how we
behave a certain way
•Motives = what drives us, i.e.,
the need to seek achievement,
power/influence, affliliation
•Skills = a learned ability
•Knowledge = acquiring
information in a particular field
Competencies in the Corporate
World Communication – without offending others
Critical Thinking – Seeing the Big picture
Ethics / Social Responsibility – Ethical behaviour
Information Technology – creativity optimization
Interpersonal Diversity – Being non-judgmental
Leadership
Managing Change
Self-managed Learning – self motivated
Teamwork – collaboration & impact of self
Technical know-how
Emotional Competency Framework
Personal Competence Social Competence
Self Awareness:
Knowledge of one’s self-
concept and values
Empathy:
Awareness of others’
feelings and emotions
Self Regulation:
Management of one’s
impulses and emotions
Social Skills:
Adeptness at inducing
desired responses in others
Motivation:
Self-guidance and direction
* from Working With Emotional Intelligence, by Daniel Goleman
Competency Classification
Individual Organisation
Social Behavioural
Leadership
Generic competencies
Organisational
Cultural
Technical Functional / operational
knowledge
Skill knowledge
Threshold competencies
Core competencies
Corporate competencies
Distinctive competencies
Why use competencies
Competencies
help individuals and organisations to improve their
performance and deliver results
can be quantified and communicated
can be taught, learned, measured and
monitored
Benefits of competency-modeling Integrates fragmented management and practices
Links individual or group performance to strategic direction
Helps develop high value activities for the organisation
Focusing on what people do, not what they are
Leads to organisational flexibility and stability
Leads to competitive advantage
Is participatory and involving
Is objective; therefore, can be geared to possible change in business future and to ensure relevance
Benefits of competency-modeling – HR Delivery
Matching of Individuals and Jobs
Employee Selection
Training and Development
Professional and Personal Development
Performance Measurement
Succession Planning
Who Identifies competencies? Competencies can be identified by one of more of the
following category of people:
Experts
HR Specialists
Job analysts
Psychologists
Industrial Engineers etc.
in consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders and Other role set members of the role (those who have expectations from the role holder and who interact with him/her).
What Methodology is used?
The following methods are used in combination for competency
mapping:
Interviews
Group work
Task Forces
Task Analysis workshops
Questionnaire
Use of Job descriptions
Performance Appraisal Formats etc.
How are they Identified? The process of identification is not very complex. One of the
methods is given below:
1. Simply ask each person who is currently performing the role
to list the tasks to be performed by him one by one, and
identify the Knowledge, Attitudes, and Skills required to
perform each of these.
Consolidate the list.
Present it to a role set group or a special task force constituted
for that role.
Edit and Finalize.
What Language to Use? Use Technical language for technical competencies. For
example: knowledge of hydraulics.
Use business language for business competencies. Example:
Knowledge of markets for watch business or Strategic thinking.
Use your own language or standard terms for Behavior
competencies. Example: Ability to Negotiate, Interpersonal
sensitivity, Sales techniques. Too technical and conceptual
knowledge align to the organization and people may create
more problems than help
Assessment
Centers
Assessment Centre
Assessment centers typically involve the participants completing a range of exercises which simulate the activities carried out in the target job.
Various combinations of these exercises and sometimes other assessment methods like psychometric testing and interviews are used to assess particular competencies in individuals.
The theory behind this is that if one wishes to predict future job performance then the best way of doing this is to get the individual to carry out a set of tasks which accurately sample those required in the job and are as similar to them as possible.
The particular competencies used will depend upon the target job but one will often find competencies such as relating to people; resistance to stress; planning and organising; motivation; adaptability and flexibility; problem solving; leadership; communication; decision making and initiative.
AC Vs DCAssessment centres usually –
have a pass/fail criteria
are geared towards filing a job vacancy
address an immediate organisational need
have fewer assessors and more participants
involve line managers as assessors
have less emphasis placed on self-assessment
focus on what the candidate can do now
are geared to meet the needs of the organisation
assign the role of judge to assessors
place emphasis on selection with little or no developmental feedback and follow up
give feedback at a later date
involve the organisation having control over the information obtained
have very little pre-centre briefing
tend to be used with external candidates
Development centres usually –
do not have a pass/fail criteria
are geared towards developing the individual
address a longer term need
have a 1:1 ratio of assessor to participant
do not have line managers as assessors
have a greater emphasis placed on self-assessment
focus on potential
are geared to meet needs of the individual as well as the organisation
assign the role of facilitator to assessors
place emphasis on developmental feedback and follow up with little or no selection function
give feedback immediately
involve the individual having control over the information obtained
have a substantial pre-centre briefing
tend to be used with internal candidates
Types of ExercisesGroup Discussions
In these, candidates are brought together as a committee or project team with one or a number of items to make a recommendation on. Candidates may be assigned specific roles to play in the group or it may be structured in such a way that all the candidates have the same basic information. With this type of exercise, and in common with other types of exercise, it is of great benefit to ensure that you understand and follow the instructions for the exercise.
Types of ExercisesIn Tray
This type of exercise is normally undertaken by candidates individually. The materials comprise a bundle of correspondence and the candidate is placed in the role of somebody, generally, who assumed a new position or replaced their predecessor at short notice and have been asked to deal with their accumulated correspondence. Generally the only evidence that the assessors have to work with are the annotations which the candidates have made on the articles of mail. It is important when undertaking such an exercise to make sure that the items are not just dealt with, but that clearly mark on the items any thoughts that you have about them or any other actions that you would wish to put in train.
Interview Simulations / Role Plays
In these exercises candidates meet individually with a role player or resource person.
Their brief is either to gather information to form a view and make a decision, or alternatively, to engage in discussion with the resource person to come to a resolution on an aspect or issue of dispute.
Typically, candidates will be allowed 15 -30 minutes to prepare for such a meeting and will be given a short, general brief on the objective for the meeting.
In undertaking such an exercise you should consider carefully how you want to spend the time in the meeting and plan accordingly. Although the assessment is made mainly on the conduct of the meeting itself, consideration will also be given to preparatory notes, thus it is useful for any meeting plan or objectives that you set yourself for the meeting to be clearly set out in your preparatory notes.
Case Studies / Analysis Exercises
In this type of exercise the candidate is presented with the task of making a decision about a particular business case. They are provided with a large amount of factual information which is generally ambiguous and, in some cases, contradictory.
Candidates generally work independently on such an exercise and their recommendation or decision is usually to be communicated in the form of a brief written report and/or a presentation made to the assessors. As with the other exercises it is important with this kind of exercise to ensure that your thought processes are clearly articulated and available for the scrutiny of the assessors. Of paramount importance, if the brief requires a decision to be made, ensure that a decision is made and articulated.
The above is meant as an illustrated list of the types of exercises that may be encountered in an assessment centre. Variations and permutations are almost infinite.
It is, however, worth remembering that there is a large body of academic research which suggests that the assessment centre is probably one of the most valid predictors of performance in a job and, if correctly structured, is probably one of the fairest and most objective means of gathering information upon which a selection decision can be based. From the candidate's perspective it is important to be natural and to be oneself when faced with an assessment centre, remembering always that you can only be assessed on what you have done and what the assessors can observe
Exercise categorisation
Level 1: Administrative - suitable for a wide range of roles including: secretarial and clerical staff, call centre staff, frontline customer service roles
Level 2: Graduate - ideal for roles where there is no requirement for significant organisational experience
Level 3: First line manager - primarily for new or junior managers, or managers with little experience of people management
Level 4: Middle manager - for experienced managers, including familiarity with people management
Level 5: Executive - targeted at senior managers with significant experience
Design an Assessment Centre
Design of an assessment centre should reflect:
the ethos of the organisation
the actual skills required to carry out the job
potential sources of recruits
the extent to which recruitment is devolved to line managers
the HR strategy.
Design Criteria
The essential design criteria should include:
duration of the centre (one day might be insufficient for more senior posts)
location (reality or ideal surroundings and accessibility for candidates with disabilities)
number of candidates brought together (five may be too few for comfort under observation and more than eight gives problems in sharing the assessed time)
candidate background and comparability of past experience
number, mix, and experience of assessors.
Design Criteria
Essential and desired skills /competencies to be matched to the
techniques and tasks which test them
Group exercises should be as real as possible
The tasks might need to encourage competitiveness /collaboration
Observers
There should be a number of senior observers/selectors to ensure greater objectivity through a range of views.
Selectors must be trained to observe, record, classify and rate behaviour and seek evidence accurately and objectively against the job description and person specification.
Selectors preferably should also have had some training on interviewing skills and in managing diversity, and have good listening skills.
Assessors might also be used to observe and comment on behaviour although they do not necessarlity take part in final selection decisions
Performance
Management
Objective Setting
An objective is a simple statement of an end result to be achieved
within a specified time frame.
It should be short, clear and specific.
It can also be in the form of an activity as it may not always be
possible to quantify the end results.
Why Objective setting ?
Gives direction to job.
Helps focus on important job areas.
Assists review and change in job emphasis.
Provides a basis for appraisal, counselling and feedback.
Increases mutual job understanding with superior.
Objectives
Are significantly important areas of job.
When performed well, improves overall results.
Are maximum payoff job areas.
Represent the work which account for 80% of results.
Objectives
Targets – are specific conditions to be achieved/indicates how
much of what and by when
Activities – action steps which lead to the end results / used when
targets are not quantifiable / indicate what by when
Process of goal setting
What is the job ?
What are the end results expected ?
What policies / procedures / work methods are impeding
performance ?
What changes are needed for better results ?
How can work assignments be regrouped/altered to improve
schedule ?
What problems need to be overcome next year ?
Objectives v/s Targets
Focus on imp. Areas
Related to job description
Signposts
Direction of work
Optimum number 6
Measures imp. Results
Related to objectives
Milestones/Pathways
Specific condition
One or more for each objective
Criteria for objectives Observable
Basis for appraisal
Jointly evolved
Extra effort
Clear/consistent with dept. objective
Time bound
Initiative
Verifiable
End result- emphasis on
Satisfying
Objectives should be
S - Specific
M - Measurable
A - Attainable
R - Relevant
T - Time-bound
Process
Establishing specific goals to support stated purpose.
Determining the importance of these goals.
Making plans for action.
Arriving at performance standards and measurement criteria.
Stating anticipated problems.
Process..
Weighing the resources required to carry out the planned action.
Providing for interaction of organization and individual goals.
Following up with actual performance measurement and
evaluation.
HRs role in Performance
Management
Delivering time-lines
Ensuring timely adherence
Auditing the objectives jointly with line managers
Ensuring objectives are in line with organisational goals
Requesting modification if required
Thank you
High Performance Organizations
TraditionalOrganizations
Narrow expertise
Rugged individuals
Centralized
Closed
Standardized selection
Routine training
Job-based pay
Narrow, repetitive jobs
Tall rigid hierarchies
Functional departments
Promote compliance
Routine behaviors
High Performance Organizations
Multi-skilled team players
Dispersed
Open
Realistic job interviews
Continuous learning
Performance-based pay
Enriched jobs
Flat, flexible hierarchies
Self-contained businesses
Promote involvement
Innovation and cooperation
Design
Components
People
Decision Systems
Human Resources
Structure
Values & Culture