MGT21HRD Revision

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Lecture 13

• MGT21HRD Revision

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The concept of HRD

• Nadler and Nadler (1989) suggests that HRD
  includes training, education and development.
• McLagan (1989) defines HRD as the integrated use
  of training and development, organisational
  development and career development to improve
  individual, group and organisational
  effectiveness.
• Giley and Eggland (1989) defined HRD as organised
  learning experiences provided by employers within
  a specified time to bring about the possibility
  of performance or personal growth.
• Watkins (1989) HRD fostering long-term,
  work-related learning capacity at individual,
  group and organisational level.

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The Four Stages of HRD

• An investigation stage - where needs are
  investigated and identified.
• A design stage - where aims and objectives and
  content are examined.
• An implementation stage - where formal and
  informal learning takes place.
• An evaluation stage - where the worth of the
  learning experience is judged.

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Adults as learners

• Lindeman (1926) proposed the learning process of
  adults and children.
• For the next 70 years the theme has been
  championed by Malcom Knowles.
• Knowles believed that the pedagogical
  suppositions of learning were only relevant to
  children and that adults operated under a
  different set of assumptions - andragogy
• See Table 2.1
• Knowles has recognised that adults can learn best
  under the assumptions of pedagogy and at times
  andragogical process is more appropriate.
• Pedagogical - structured or dependent
• Andragogical - unstructured or independent

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A Theory of Adult Learning

• Mezirow (1994) suggests that there are three
  levels of adult learning -
• instrumental
• communicative
• emancipatory

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Principles of learning

• Starting with the known
• Readiness to learn
• Part learning
• Spaced learning
• Active learning
• Over learning
• Multiple-sense learning
• Feedback
• Meaningful material
• Transfer of learning

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Characteristics of SHRD

• Integration with organisational missions and
  goals
• Top management support
• Environmental scanning
• HRD plans and Policies
• Line management commitment and involvement
• Existence of complementary HRM activities

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Characteristics of SHRD cont.

• Expanded Trainer role
• Recognition of Culture
• Emphasis on evaluation

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Drost, Frayne, Lowe and Geringer 2002

• 437 Australian managers and engineers were
  surveyed concerning training and development.
• Results TD to -
• Reward employees 2.25
• Improve technical abilities 4.01
• Improve interpersonal skills 3.23
• Remedy poor performance 2.90
• Prepare for future job 3.07
• Build teamwork 3.01
• Help understand business 3.10
• Provide skills for different jobs 2.87
• Teach employees about values 2.89

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Why is training important?

• Training carried out in an ad hoc way.
• Pressures of globalisation of markets, rapid
  technological change, an ageing workforce and
  changes in social values have been well
  documented. Included in these demands are
  quality assurance, adaptation, flexibility,
  service and innovation.
• International comparisons of employer
  contributions to training have led to a view that
  Australia needs to improve enterprise level
  training.

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Lean production techniques and training (McDuffie
1995)

• Lean production captures the minimisation of
  buffers and the expansion of workforce skill and
  concept knowledge required for problem-solving
  and involvement with production processes.
• Emphasises the relationship between the social
  and technical aspects of production.
• In JIT a bad part draws immediate attention and
  must be dealt with to prevent the production
  system from grinding to a holt.
• Innovative HRM practices are likely to contribute
  to improved economic performance when three
  conditions are met

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Definition of management development

• The total, continuous improvement process
  through which managers develop their competence
  for successful personal and enterprise
  performance. This includes learning through a
  variety of formal and informal, structured and
  unstructured experiences including from the work
  role and from work relationships from self
  development from formal training and from
  tertiary and higher education programs Karpin
  Report 1995.

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Karpin report

• Australian management education institutions
  compared favourable with overseas.
• The Karpin report contained 28 recommendations to
  the government - movement from an employee
  culture to an employer culture greater role for
  women in management managing diversity
  professional accreditation of business schools
  and establishment of applied research program to
  be run jointly with industry national training
  program for front-line managers and an industry
  based program to enable Australian managers to
  participate in study tours.

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Definitions of competence

• The ability to perform effectively in a given
  context, the capacity to transfer knowledge and
  skills to new tasks and situations and the
  inclination or motivation to energise these
  abilities and capacities (Hunt and Wallace 1997).
• According to Hearn, Close, Smith and Southey
  (1996) the competence of professionals derives
  from possessing a set of relevant attributes such
  as knowledge, abilities, skills and attitudes.

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Single-loop learning

• Members of the organisation respond to changes in
  the internal and external environments of the
  organisation by detecting errors which they then
  correct so as to maintain the central features of
  the organisational theory-in-use.
• Organisational learning occurs when individuals,
  acting from their images and maps, detect a match
  or mismatch of an outcome to expectation which
  confirms or disconfirms organisational
  theory-in-use.
• In the case of disconfirmation, individuals move
  from error detection to error correction.

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Double-loop learning

• Single-loop learning is sufficient when error
  correction can proceed by changing organisational
  strategies within a constant framework of norms
  for performance.
• Primarily concerned with effectiveness
• However, in some cases error correction requires
  an organisational learning cycle in which
  organisational norms themselves are modified.
• The results of the inquiry will require
  restructuring of organisational norms.

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Double-loop learning

• An organisational inquiry which resolves
  incompatible organisational norms by setting new
  priorities and weighting of norms, or by
  restructuring the norms themselves together with
  associated strategies and assumptions (Agyris and
  Schon 1978).

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A leaders new role

• The traditional authoritarian image of the leader
  is an over-simplification.
• Leader as designer
• Leader as teacher
• Leader as steward

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The purpose of HRDNI

• HRDNI is based on the powerful premise that
  diagnosis should come before action.
• HRDNI is a process that identifies and defines an
  organisations HRD needs.
• DeSimone and Harris (1998) - study used to
  identify
• Organisational goals and effectiveness in
  reaching those goals.
• Discrepancies between current skills and the
  skills needed to perform the job successfully in
  the future.
• Conditions under which the HRD activity will occur

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Design

• Design of the learning experiences - curriculum
  development.
• Consider - knowledge that is of most worth to
  learners activities that are most effective in
  enabling the learners to acquire knowledge the
  most appropriate way to organise these
  activities worth to the organisation.
• Three important variables in this definition -
  learning strategies learning outcomes and
  learners.

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The hierarchy of learning outcomes (HLO)

• Learning outcomes.
• The content to be covered in a learning
  experience is defined in the HRDNI report by the
  list of learning outcomes and KSAs.
• Learning outcomes a function of instrumental,
  communicative or emancipatory learning.
• Delahaye (1990) develops a HLO that can be linked
  to learning strategies.
• Five major categories - programmed knowledge,
  task, relationship, critical thinking and
  meta-abilities.
• Presented in the form of a hierarchy.

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Implementation

• The role of the HR developer in implementing
  structured learning strategies
• Managing and coordinating the program
• Micro skills
• Structured learning strategies skill session
  theory session lecture discussion case study
  role play experiential learning
• The role of the HR developer in implementing
  unstructured learning strategies
• Micro skills
• Unstructured learning strategies problem based
  learning contract learning action learning
  mentoring

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Evaluation

• Misconceptions about evaluation
• Rationale for conducting HRD evaluation
• Delahaye and Smith (1987)
• Assessment of learning
• Measuring the employers ROI in training Bartel
  (2000)
• Types of assessment
• The HR developers conundrum
• Kirkpatricks four levels
• The presage factors
• Scientific models
• Cost-benefit analysis
• Why bother with HRD evaluation?

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Working Definition of empowerment

• Spreitzer (1995)
• Meaning
• Competence
• Self-determination
• Impact

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The outcomes of employee empowerment

• Employee empowerment is a principle component of
  managerial and organisational effectiveness and
  the creation of innovative and quality behaviours
  (Spreitzer 1995).
• Experiences in team-building within organisations
  suggests that empowerment techniques play a
  crucial part in group development and maintenance
  of teams (Kanter 1979).
• Analyses of power and control within
  organisations reveal that effectiveness grows
  with superiors sharing power and control with
  employees (Conger and Kanungo 1988).

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Sewell (1998) ASQ

• Management rhetoric of empowerment, autonomy,
  quality and flexibility may be constructs
  representing the tightening of managerial
  control.
• Despite the rhetoric of trust and commitment
  management are actually concerned with the
  realisation of the full potential of labour.
• HRM incorporates a series of HRM functions to
  mould employee behaviour with the strategic goals
  of the firm.
• A powerful tool to shape and configure employee
  behaviour is that of organisational culture.

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Types of employee involvement

• Levin and Tyson (1990) construct a typology,
  which classifies employee participation into
  three broad categories consultative,
  substantive and representative.
• Consultative participation gives employees
  opportunities to give their opinions, but
  management reserves the right to make the final
  decisions.
• Substantive participation includes direct
  employee participation such as semi-autonomous
  work teams employees are given wide discretion
  to develop job-design.
• Representative participation, which includes
  joint management-employee consultative committee
  and employees representation on management
  boards.

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Types of employee involvement

• Financial participation - share ownership/ profit
  sharing
• Shares may be allocated to employees or a
  proportion of company profits may be distributed
  annually.
• These schemes allow the employee to share in the
  opportunities of the organisation.
• Managerial support for these schemes rests on the
  belief that the interests of employees and the
  firm will be aligned.

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Ramsay (1977) Cycles of Control

• Ramsay argues that worker participation has
  evolved out of the humanisation of capitalism, as
  is usually suggested, but has appeared
  cyclically. These cycles are traced over more
  than a century and are shown to correspond to
  periods where management authority is felt to be
  facing challenge. Participation is thus best
  understand as a means of attempting to secure
  labours compliance.