Performance Management 2012

Module Content

Week 1 Module overview and introduction to Organisations, HR and High Performance Working Week 2 Conceptual frameworks of High Performance Working Week 3 Components of High Performance Working Week 4 The business case for high performance working Week 5 HPW Bundle Employee Involvement Week 6 HPW Bundle HR Practices 1 Week 7 HPW Bundle HR Practice 2 Week 8 HPW Bundles Reward and Commitment Week 9 Performance Management Week10 Performance Appraisal Week 11 Roles and responsibilities in HPW Week 12 Revision Class

Useful resources for learning

Essential / Recommended Text Performance Management o Gillen, T. ( 2007) Performance Management and Appraisal. CIPD o Armstrong, M. and Bacon, A.(2004) Managing Performance: Performance management in Action. CIPD o Marchington, M. and Wilkinson, A. (2009) Human Resource Management at Work: People Management and Development. (4th ed) CIPD. London. o Perkins, S. and White, G. (2011) Reward management: Alternatives, Consequences and Contexts. CIPD Exam Period Date TBC in week Thur 17 May Sat 2 June 2012

HR Practices

What are the steps in resourcing for an organisation?

Definition of HR Planning

The systematic and continuing process of analysing an organisations human resource needs under changing conditions and developing personnel policies appropriate to the longer-term effectiveness of the organisation. It is an integral part of corporate planning and budgeting procedures since human resource costs and forecasts both affect and are affected by longer term plans. Chartered Institute of Personnel and Development

HR Practices

Getting the:

Right People In the right Number In the right Place At the right Time With the right Skills..

HR Practices

During the 1960s and 1970s planning (including Human Resource Planning) was a primary management activity The techniques used often relied on statistical techniques based on hard data (e.g. no. of employees) Recent criticism in light of todays flexible, changing environment portrays planning as overly bureaucratic, rigid and limited

How is this done?

Informal

Discussions between managers and plans that exist in managers heads Resources in the organisation are invested in the production of elaborate and formally documented plans

Formal

Strengths of HR Planning

Encourages employers to develop clear and explicit links between the organisation and HR plans It allows for better control over staffing costs and numbers employed It enables employers to make more informed judgements about the skills and attitude mix in the organisation and prepare integrated HR strategies It provides a profile of current staff (in terms of age, gender, race, disability) which aids reporting e.g. equality management

Weaknesses of HR Planning

Difficult when no strategic plan in place Implies that all existing business activities will be continued and are as important as new strategies and plans The skills and resources required in the planning process May lead to rigidity Difficult to do in a rapidly changing environment Deals with numbers rather than qualitative inputs Supports non productive concept that more staff to respond to any request regardless of type or importance

Stages in HR Planning

Forecasting future demand for human resources Forecasting future internal supply of human resources Forecasting future external supply of human resources Formulating responses to the forecasts (and feeding back into the strategic planning process?)

Recruitment and Selection

Promote from within Bring in new skills from market Internal and external applicants compete for positions

Recruitment & Selection Process

Attracting Applicants

Internal recruitment Closed searches (word of mouth, links to schools, recruitment agencies) Responsive methods (speculative applications) Open searches (advertising in press, job centres, websites)

Attracting Applicants

CIPD Resourcing & Talent Survey 2011

Benefits of Good Practice in recruitment and selection

Attract and retain high quality staff Broader variety of skills and expertise within workforce Good public image Enhanced productivity and competitiveness Potential to expand customer/client base Avoidance of costly litigation

Learning & Development

The differences between education, training, learning and development The learning cycle and learning styles The range of training methods which are available to meet organisational needs

Learning & Development

An organisation that facilitates the learning of all its members and continuously transforms itself (Pedler et al 1991)

Principal Definitions of a Learning Organisation

The creation of opportunities for learning Design of structures and cultures which ensure employees feel they are encouraged to learn Development of managers who are totally committed to facilitating learning Acceptance that mistakes will be made Provision of learning opportunities for all employees Implementation of systems designed to be accessed by users rather than experts Breaking down of barriers between different individuals and departments

Learning Organisations

Any process or practice of creating, acquiring, capturing, sharing and using knowledge, wherever it resides to enhance learning and performance in organisations (Scarborough and Swann 1999:1) Implementation of KM is not a technical exercise but a question of leading and managing change, involving as it does a broad range of responsibilities for those involved and a wide range of outcomes in terms of behaviour and business performance (Scarbrough et al 1999:87-8)

Knowledge Management potential benefits

Sharing of valuable organisational information throughout organisational hierarchy. Can avoid re-inventing the wheel, reducing redundant work. May reduce training time for new employees Retention of Intellectual Property after the employee leaves (depending on type of knowledge) More effective time management

Identifying training and learning needs

Identification of training needs (ITN) process required to detect and specify training needs at individual and organisational level Training needs analysis (TNA) process of examining training needs to determine how they might be met A training need exists when: There is a gap between future requirements of job and current capabilities of incumbent It is anticipated that systematic training will overcome deficiency or barrier Have to be certain that training represents the best or only solution to the problem

Organisational Analysis

Importance of commencing the ITN process with a review of organisational training needs. Walters (1983:181) outlines 9 possible sources of information: Organisational goals and corporate plans Human resource and succession planning Personnel statistics Exit interviews Consultation with senior managers Data on productivity, quality and performance Departmental layout changes Management requests Knowledge of financial plans

Job/occupation analysis

Identification of more specific training needs Process of identifying the purpose of a job and its component parts and specifying what must be learned in order for there to be effective work performance (Harrison 2000:263)

Person Anaylsis

Interviews/questionnaires/ observation/ work sampling/testing knowledge of job holders on specific issues Use of performance appraisal/assessment centres for identifying development needs Appraisal at heart of training and development but also at the heart of other aspects of HR

Devising a Learning Plan

Aims and objectives (aims are expressions of general intent, objectives are more precise Example of CIPD professional standards learning outcomes (Objectives) with a broad statement about each of the modules (aims) Characteristics of trainees Costs

Hard to demonstrate unequivocally that training has a direct and measurable impact on organisational performance Costs overheads/fixed costs for training function; fixed costs allocated to training programme. Direct or variable costs Calculating the opportunity costs of not training Comparisons of costs with other organisations (benchmarking)

Evaluating training and development outcomes

Why evaluate?

Improve quality and effectiveness Provide trainers and trainees with feedback Establish whether training offers most costeffective and relevant solution to problems

Kirkpartick (1967) identified 4 levels of evaluation reaction, immediate, intermediate, and utimate

CPD

in-house training open learning short courses attending conferences and seminars workshops structured reading self-study preparing and making presentations being a coach or mentor

CPD

Driven by:

Organisational change Competitive job market Pre-requisite for membership of professional bodies (e.g. CIPD) Increase in self-development / self awareness