The HRM model emphasizes: The need to search for new ways of working The central role of managers in promoting change The treatment of workers as individuals
.0 INTRODUCTION
Human Resource Management or Personnel management is the activity of managing personnel, usually employees. In any organization, managing personnel is the process of making sure the employees are as productive as they can be. This can include hiring, firing, or transferring people to/from jobs they can do most productively. (http://en.wikipedia.org/wiki/Human_Resource_Management)
Human Resource Management is based on ideas and techniques developed to enhance worker motivation, productivity and performance.
The HRM model emphasizes:
* The need to search for new ways of working
* The central role of managers in promoting change
* The treatment of workers as individuals rather than part of a collective workforce
* The encouragement of workers to consider management as 'partners' rather than as opponents - 'us and us', rather than 'us and them'
Human resources management is the term increasingly used to refer to the philosophy, policies, procedures, and practices related to the management of an organization's employees. Human resources management is particularly concerned with all the activities that contribute to successfully attracting, developing, motivating, and maintaining a high-performing workforce that results in organizational success.(Sims, Ronald R. Organizational Success through Effective Human Resources Management. Quorum Books, 2002).
Human Resource Management includes the activities of human resources planning, recruitment, selection, orientation, training, performance appraisal, compensation, and safety. In this report we will look briefly on training and development, performance appraisal and occupational health and safety issues.
In this essay an attempt would be made to critically review literature on performance appraisal and occupational health and safety, and Training and development.
2.0 PERFORMANCE APPRAISAL
2.1 Introduction
It is believed that employees do not perform well when they are not being observed or not being appraised. To overcome this situation the organizations have to manage performance of employee. So when employees are aware that the company is mindful of thee performance and they could be rewarded, they are motivated to work.
Performance management includes activities to ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on performance of the organization, a department, processes to build a product or service, employees, etc
West Virginia University defines the performance appraisal as a process provides an opportunity to communicate performance feedback, review the job description, plan upcoming goals and objectives and develop an individual development plan. The program requires effort by both the employee and supervisor to identify strengths and improvement opportunities from a performance and development point of view.
Effective performance appraisal systems contain two basic systems operating in conjunction: an evaluation system and a feedback system
The main aim of the evaluation system is to identify the performance gap. This gap is the shortfall that occurs when performance does not meet the standard set by the organization as acceptable.
The main aim of the feedback system is to inform the employee about the quality of his or her performance. (However, the information flow is not exclusively one way. The appraisers also receive feedback from the employee about job problems, etc.)
The goal of performance appraisal is to allow an employee the opportunity to progress to their full potential in order to meet organizational needs and his/her personal development goals. Through this process, true teamwork and maximum performance can be achieved. The foundation of the performance appraisal process is improved communications between the employee and the supervisor. The Employee Relations unit is available to assist managers, supervisors, and employees in utilizing the appraisal process and resolving workplace performance issues.
Bratton and Gold, (2003, p 487) Defines performance appraisal as "analysis of an employee's capabilities and potential drawn from assessment data of past and current work, behavior and performance, allowing decisions to be made in relation to purpose".
Another definition of performance appraisal (www.managementhelp.org /hr_ mgmnt /hr_mgmnt.htm) is the process of reviewing employee performance, documenting the review, and delivering the review verbally in a face-to-face meeting.
In recent years, appraisal has become a key feature of an organization's drive towards competitive advantage through continuous performance improvement and change.
2.2 Literature Review and Critical Analysis
Research studies show that employees are likely to feel more satisfied with their appraisal result if they have the chance to talk freely and discuss their performance. It is also more likely that such employees will be better able to meet future performance goals. (E.g., Nemeroff & Wexley, 1979).
Employees are also more likely to feel that the appraisal process is fair if they are given a chance to talk about their performance. This especially so when they are permitted to challenge and appeal against their evaluation. (Greenberg, 1986).
It is very important that employees recognize that negative appraisal feedback is provided with a constructive intention, i.e., to help them overcome present difficulties and to improve their future performance. Employees will be less anxious about criticism, and more likely to find it useful, when they believe that the appraiser's intentions are helpful and constructive. (Fedor et al., 1989)
In contrast, other studies (e.g., Baron, 1988) have reported that "destructive criticism" - which is vague, ill-informed, unfair or harshly presented - will lead to problems such as anger, resentment, tension and workplace conflict, as well as increased resistance to improvement, denial of problems, and poorer performance.
It has been shown in numerous studies that goal setting is an important element in employee motivation. Goals can stimulate employee effort, focus attention, increase persistence, and encourage employees to find new and better ways to work. (E.g., Locke, et al., 1981)
The useful of goals as a stimulus to human motivation is one of the best-supported theories in management. It is also quite clear that goals which are "...specific, difficult and accepted by employees will lead to higher levels of performance than easy, vague goals (such as do your best) or no goals at all." (Harris & DiSimone, 1994)
It is important that the appraiser (usually the employee's supervisor) be well informed and credible. Appraisers should feel comfortable with the techniques of appraisal, and should be knowledgeable about the employee's job and performance.
When these conditions exist, employees are more likely to view the appraisal process as accurate and fair. They also express more acceptances of the appraiser's feedback and a greater willingness to change. (Bannister, 1986)
2.3 Appraisal Methods
In a landmark study, Locher & Teel (1977) found that the three most common appraisal methods in general use are rating scales (56%), essay methods (25%) and results- oriented or MBO methods (13%).
2.3:1 Rating Scales
The rating scale method offers a high degree of structure for appraisals. Each employee trait or characteristic is rated on a bipolar scale that usually has several points ranging from "poor" to "excellent".
The traits assessed on these scales include employee attributes such as cooperation, communications ability, initiative, punctuality and technical (work skills) competence. The nature and scope of the traits selected for inclusion is limited only by the imagination of the scale's designer, or by the organization's need to know. (http://www.performance-appraisal.com/ratings.htm)
Advantages
The greatest advantage of rating scales is that they are structured and standardized. This allows ratings to be easily compared and contrasted - even for entire workforces.
Each employee is subjected to the same basic appraisal process and rating criteria, with the same range of responses. Rating scale methods are easy to use and understand.
Disadvantages
It is inevitable that with a standardized and fixed system of appraisal that certain traits will have a greater relevance in some jobs than in others.
Rating scales, and the traits they purport to measure, generally attempt to encapsulate all the relevant indicators of employee performance. There is an assumption that all the true and best indicators of performance are included, and all false and irrelevant indicators are excluded. Problems of perceived meaning occur when appraisers do not share the same opinion about the meaning of the selected traits and the language used on the rating scales.
2.3:2 Essay Method
In the essay method approach, the appraiser prepares a written statement about the employee being appraised. The statement usually concentrates on describing specific strengths and weaknesses in job performance. It also suggests courses of action to remedy the identified problem areas.
The statement may be written and edited by the appraiser alone, or it be composed in collaboration with the appraise. (http://www.performance-appraisal.com/essay.htm )
Advantages
The essay method is far less structured and confining than the rating scale method. It permits the appraiser to examine almost any relevant issue or attribute of performance
Appraisers may place whatever degree of emphasis on issues or attributes that they feel appropriate. So the process is open-ended and very flexible.
Disadvantages
Essay methods are time-consuming and difficult to administer. Appraisers often find the essay technique more demanding than methods such as rating scales.
The techniques greatest advantage - freedom of expression - is also its greatest handicap. The varying writing skills of appraisers can upset and distort the whole process.
2.3:3 Results Method (MBO Method)
MBO (management by objectives) methods of performance appraisal are results-oriented. That is, they ...
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Appraisers may place whatever degree of emphasis on issues or attributes that they feel appropriate. So the process is open-ended and very flexible.
Disadvantages
Essay methods are time-consuming and difficult to administer. Appraisers often find the essay technique more demanding than methods such as rating scales.
The techniques greatest advantage - freedom of expression - is also its greatest handicap. The varying writing skills of appraisers can upset and distort the whole process.
2.3:3 Results Method (MBO Method)
MBO (management by objectives) methods of performance appraisal are results-oriented. That is, they seek to measure employee performance by examining the extent to which predetermined work objectives have been met.
Usually the supervisor and subordinate establish the objectives jointly. Once an objective is agreed, the employee is usually expected to self-audit; that is, to identify the skills needed to achieve the objective. Typically they do not rely on others to locate and specify their strengths and weaknesses. They are expected to monitor their own development and progress.( http://www.performance-appraisal.com/results.htm)
Advantages
The MBO approach overcomes some of the problems that arise as a result of assuming that the employee traits needed for job success can be reliably identified and measured.
Instead of assuming traits, the MBO method concentrates on actual outcomes.
The guiding principle of the MBO approach is that direct results can be observed, whereas the traits and attributes of employees (which may or may not contribute to performance) must be guessed at or inferred.
The MBO method recognizes the fact that it is difficult to neatly dissect all the complex and varied elements that go to make up employee performance.
Disadvantages
MBO methods of performance appraisal can give employees a satisfying sense of autonomy and achievement. But on the downside, they can lead to unrealistic expectations about what can and cannot be reasonably accomplished.
One of the strengths of the MBO method is the clarity of purpose that flows from a set of well-articulated objectives. But this can be a source of weakness also.
2.4 Benefits of Appraisal And Conclusions
Perhaps the most significant benefit of appraisal is that, in the rush and bustle of daily working life, it offers a rare chance for a supervisor and subordinate to have "time out" for a one-on-one discussion of important work issues that might not otherwise be addressed.
Where performance appraisal is conducted properly, both supervisors and subordinates have reported the experience as beneficial and positive. Appraisal offers a valuable opportunity to focus on work activities and goals, to identify and correct existing problems, and to encourage better future performance. Thus the performance of the whole organization is enhanced.
For many employees, an "official" appraisal interview may be the only time they get to have exclusive, uninterrupted access to their supervisor.
(http://www.performance-appraisal.com/benefits.htm)
2.4:1 Motivation and Satisfaction
Performance appraisal can have a profound effect on levels of employee motivation and satisfaction - for better as well as for worse.
Performance appraisal provides employees with recognition for their work efforts. The power of social recognition as an incentive has been long noted. In fact, there is evidence that human beings will even prefer negative recognition in preference to no recognition at all. If nothing else, the existence of an appraisal program indicates to an employee that the organization is genuinely interested in their individual performance and development. This alone can have a positive influence on the individual's sense of worth, commitment and belonging. (http://www.performance-appraisal.com/benefits.htm)
2.4:2 Training and Development
Performance appraisal offers an excellent opportunity - perhaps the best that will ever occur - for a supervisor and subordinate to recognize and agree upon individual training and development needs.
Performance appraisal can make the need for training more pressing and relevant by linking it clearly to performance outcomes and future career aspirations.
From the point of view of the organization as a whole, consolidated appraisal data can form a picture of the overall demand for training. This data may be analyzed by variables such as sex, department, etc. In this respect, performance appraisal can provide a regular and efficient training needs audit for the entire organization. (http://www.performance-appraisal.com/benefits.htm)
2.4:3 Recruitment and Induction
Appraisal data can be used to monitor the success of the organization's recruitment and induction practices. Appraisal data can also be used to monitor the effectiveness of changes in recruitment strategies. By following the yearly data related to new hires it is possible to assess whether the general quality of the workforce is improving, staying steady, or declining.( http://www.performance-appraisal.com/benefits.htm)
2.4:4 Employee Evaluations
Though often understated or even denied, evaluation is a legitimate and major objective of performance appraisal. But the need to evaluate is also an ongoing source of tension, since evaluative and developmental priorities appear to frequently clash. Yet at its most basic level, performance appraisal is the process of examining and evaluating the performance of an individual. (http://www.performance-appraisal.com/benefits.htm)
2.5 Conclusions
The purpose of performance appraisal is to maximize the productivity of the organization. Employee Need feed back regarding how they are working. To select the performance appraisal method it is necessary to understand organization culture. To get the real out of the employee, the supervisor need to be involved in the appraisal process and employees should be cleared all the aspects of performance appraisal.
The analysis after the appraisal could be used for organization further growth and improvements. There are many neglected aspects which came out from appraisal, which could provide organization a reliable source to create a healthy environment.
2.6 Case Study
Staff performance appraisal scheme brings together stronger workforce
Company Details
Company Name:
IFC Ltd (International Fish Canners)
Product Manufactured:
Canned, poached mackerel, salmon, other seafood
Case Study Subject:
Best Practice in Staff Performance Appraisal
Company Location:
Scotland
Industry Sector:
Fish
Number of Employees:
200 and 0
Company History
International Fish Canners Ltd (IFC) is the only manufacturer of canned seafood products in the UK. The Company packs under customer's own label or under one of their own brands - SilverSea, Rob Roy or Scofish
The company was established in 1984. IFC runs 6 production lines and has it's own Product Development Department. IFC produces in excess of 30 million cans per annum.
Nowadays the company's annual turnover is around £12 million. In the year ending 31st March 2004 the company achieved a 40% increase in profits. This was despite a downturn in the amount of canned seafood products imported by the USA.
Over 60% of the company's sales are exported to Europe, USA, Australia and South Africa.
The company is sustaining its presence in the market by the development of new products to exactly match customer's needs.
Their reasons for their success is reflected in their mission statement and based on continuous investment in;
• our manufacturing processes,
• our people,
• new product development, and
• customer care to sustain our growth
Case Study Information
Improve consultant Jane Spurgeon worked closely with HR Manager - Adeline MacDonald to conduct the review, which took place between March and July 2005: 'Improve offered us some assistance in the form of a Consultant to look at any of our best practice processes and we decided to review the Performance Appraisal process as it was due for review, having been in place for 3 years. Our consultant, Jane Spurgeon, visited us on a regular basis which helped to ensure that the company remained focussed on its goal. Jane's experience and enthusiasm really helped our Managers and Supervisors review their own methods and gave them confidence to really get more from the Performance Appraisal process and in turn the employees received more appropriate feedback and a sense of value." Adeline MacDonald, Human Resources Manager.
The objective was to focus managers' attention on the forthcoming appraisal process and encourage them to concentrate on the fundamentals of performance appraisal, by seeking to establish a comfortable and meaningful dialogue with staff members, which looked forwards to forthcoming change, future skills needs and improvements as well as a retrospective evaluation of past performance.
We also wanted managers to identify softer skills as well as job-specific training needs, thereby encouraging a more holistic approach to staff development. One staff member told us: 'I asked to be trained in some more jobs in the factory so that I can move around and get more variety."
Initially, we re-designed the appraisal documentation to facilitate the above approach and encourage a more person-centered interview. As another staff member said, "It's important to be able to raise issues or make suggestions, sometimes it's too busy during the day and it's easier when it's just you and your supervisor."
Workshops were then held with all 'appraising' managers and supervisors. Delegates re-visited their initial appraisal training and discussed the true purpose of performance appraisal interviews and the opportunity it presented managers to engage with their staff. They also reviewed techniques, the new documentation and accepted the need for their full involvement in writing the training plan, tracking progress and evaluating training activity. More experienced managers committed to supporting less experienced colleagues.
Once the performance appraisal process was underway, we held a number of open door sessions and individual interviews for managers and supervisors to help them plan for more challenging interviews and to raise any concerns and queries that arose.
A final meeting was then held to review the effectiveness of the process and its impact on company objectives and a series of staff interviews to discover the impression gained by the staff.
The final meeting suggested that the project has been a great success, with the following points cited as real business benefits:
• The initial workshops were well received and managers reported a greater confidence in conducting the interviews.
• Staff responded positively to receiving positive and constructive feedback and the opportunity to express their opinions about lessons learned from past work activities as well as giving their views on forthcoming work demands
• Several managers reported the interview as a stepping stone to a better working relationship with some members of their team.
• A number of training needs were identified and these were added to the training plan along with tracking and evaluation
PA is a great opportunity for every managers to have a dedicated meeting with a member of staff about their performance, the manager's performance and that of the department and even wider company.
"We started the company Performance Appraisal process 3 years ago, since that initial introduction, the company's and the employees' expectations from the process have grown. We decided to develop the process further and as a result we have gained even more from it this year. We believe that by having our Performance Appraisal process, our staff feel they are a valued part of the company and do play an important role and contribute to the success of the company. The appraisal process is also an another extension of our communication structure in the company. These good practices do have an impact on our staff turnover rates, which for 2005 to date are at 3.8%." Adeline MacDonald, HR Manager.
A good PA shows respect for the individual staff member, reinforces good performance and improvements in performance. It allows the employee to express their ambitions or needs, and contribute their voice to departmental matters in a comfortable and confidential environment.
3.0 OCCUPATIONAL HEALTH AND SAFETY
3.1 Introduction
Occupational safety and health is the discipline concerned with preserving and protecting human and facility resources in the workplace. Health and safety policies required demonstrating that top management is concerned about the protection of the organization employees. Managing occupational health and welfare issues in your workplace means taking steps to promote employees' and your own well-being and prevent illness and injury. This can range from cutting stress and drawing up a drugs and alcohol policy to stamping out bullying and harassment ((Michael Armstrong, p 828)
Standards of occupational safety and health (OSH) are normally set in legislation have long realized that poor occupational safety and health performance results in cost to the State (e.g. through social security payments to the incapacitated, medical costs for treatment, but also through the loss of the employability of the worker). (http://en.wikipedia.org/wiki/Occupational_health_and_safety#Common_workplace_hazard_groups)
3.2 Literature review and critical analysis
It is estimated by the health and safety Executive that in UK about 500 peoples are killed at work every year and several hundred thousand more are injured or suffer ill-health it is also estimated that, apart from the pain and misery caused to those directly or indirectly concerned, the total cost to British employee of work related injuries and illness exceeds 4 billion a year (Gary Desler, p 828).
3.3 Common Workplace Hazard Groups
* Biological agents
* Chemical agents
* Physical agents, including
* Noise
* Vibration
* Ionizing radiation
* Physical hazards
* Falls
* Workplace transport
* Dangerous machinery
* Electricity
* Work related stress causal factors
(http://en.wikipedia.org/wiki/Performance_appraisal)
3.4 Hazards and Risks Outcomes
The terminology used in OSH varies between states, but generally:
* A hazard is something that can cause harm
* A risk is the probability of the hazard causing harm
* The outcome is the result of when the hazard causes harm
For example, repetitively carrying out manual handling of heavy objects is a hazard (it can cause harm). The risk can either be expressed mathematically, (0.5 = a 50/50 chance) or just as "high/medium/low". The outcome would be a musculoskeletal disorders (MSDs).
(http://en.wikipedia.org/wiki/Performance_appraisal)
3.5 Risk Assessment
Modern occupational safety and health legislation usually demands that a risk assessment be carried out prior to making an intervention. This assessment should:
* Identify the hazards
* Identify all affected by the hazard and how
* Evaluate the risk
* Identify and prioritize the required actions
The assessment should be recorded and reviewed periodically and whenever there is a significant change to work practices. (Michael Armstrong, p 828)
3.6 The Health and safety at work Act 19743
The health and safety at work Act 1974 (Dere Torrington, Laura Hall & Stephen Taylor, p 512) is the source of most health and safety law in U, under which more detailed set of regulations are periodically issued. Its main purposes are as follows
* To secure health, safety and welfare of employee at work
* To protect the public from risk arising from workplace activities
* To control the use and storage of dangerous substances
* To control potentially dangerous environmental emission.
3.7 Role of the Occupational Health & Safety Division
The role of health and safety division is monitoring the workplace by effective occupational health committees, worker representatives and by the workplace parties themselves is a much better way of addressing health and safety concerns than relying solely on the inspections and enforcement of government officials. But there is an important role in this system for the Occupational Health and Safety Division. The division helps people in the workplace understand and fulfill their responsibilities. Occupational health officers also support occupational health committees and worker representatives, inspect workplaces and enforce compliance with health and safety requirements. It is a mistake to think that the job of finding and controlling occupational health and safety hazards can or should be left to occupational health officers. It is not the officers' job to find the hazards in the workplace. When officers do come across hazards, that is a symptom that the people in the workplace are not fulfilling their legal health and safety responsibilities.
3.8 Managing health and safety
According to John Bratton and Jeffery Gold (2003, p 175) health and safety offers the managers an opportunity to be more proactive than reactive. Senior management's involvement in developing and implementing health and safety policies and programs is essential.
A few strategies have been discuss below which can be use to manage health and safety objectives.
3.8:1 Design safer system of work
It is the most direct approach to ensure a safe and healthy workplace bye designing system of work that safe and without risk to health. According to John Bratton and Jeffery Gold (2003, p 176) It my be far more difficult to modify existing machinery or system of work in order to eliminate or reduce hazard than it is to devise new ounces at the investment stage.
3.8:2 Inspect the work place
Another proactive approach to the management of health and safety is regular formal inspection of the workplace, which includes regular monitoring of the work environment and regular physical examination of the employees. Construction site and manufacturing plants require regular inspection to check the application of safety standard and relevant laws.( John Bratton and Jeffery Gold (2003, p 176)
3.8:3 Promote safe working behaviors
The focus on behaviors is based on the observation that 70-95 per cent of the workplace accidents resulting in an injury are caused by unsafe behavior (Montgomery & kelloway, 2002).
3.8:4 Develop Training Programs
One way to obtain to compliance with health and safety regulations is through enhancing employee's knowledge, understanding and commitment, which can be achieved by health and safety programs.
3.9 Conclusion
Employment health and safety should be an important aspect of managing the employee relationship. Organization need to protect the investment in their human asset. It is employer responsibility to maintain health and safety at work place. Health and safety functions are directly related to HRM activities such as selection, appraisal, rewards and training and development. Health and safety policies can affect the selection process. Safety training for new employees is beneficial because there are more chances of accidents in early months of job. The health and safe work environment can reduce operating cost and improve organizational effectiveness.
3.10 Case Studies - Raising the Profile of Occupational Health and safety
HSE has developed strategic programmes of support and intervention work to deliver public service targets for significant reductions in the incidence of occupational illnesses by 2010. Increasing awareness and knowledge of occupational health is an important activity underpinning these programmes.
The Sheffield Occupational Health Development Group (SOHDG) is a partnership between HSE, HSL, the Engineering Employers' Federation,
the University of Sheffield, General Practitioners, Trade Unions, the Sheffield Chamber of Commerce, Sheffield City Council and the local National Health Service. These organisations are committed to sharing good practice in occupational health with companies that generally lack the resources to invest in training and services for their staff. To meet this need SOHDG has delivered education, training and information services.
SOHDG organises lunchtime meetings aimed at those with a basic knowledge of occupational health. The meetings include talks and practical demonstrations given by experienced professionals. In the last five years SOHDG has delivered 17 events attended by over 700 people from various companies in the Yorkshire region and other parts of the UK. Topics covered have included respiratory and skin diseases, musculoskeletal disorders, stress and abuse of drugs in the workplace.
The Group also delivers courses that provide in-depth training on topics such as hand arm vibration syndrome, skin and respiratory disease and musculoskeletal damage. These courses all carry Continuing Professional Development (CPD) points, a vital ingredient for professionals seeking to maintain their accreditation.
Articles about occupational illnesses and the value of health surveillance are published in a quarterly newsletter which also advertises the network meetings and training events. The Group's website (www.healthyworkmatters.org.uk) contains similar information along with hyperlinks to other occupational health support groupsand electronic copies of the newsletters. It is visited by over 2,000 people each month and has raised the group's profile worldwide. The website is regularly updated to ensure it meets the needs of employers, employees and health and safety representatives in small to medium sized companies.
Feedback questionnaires are circulated following each training event to evaluate the services provided by SOHDG. Larger surveys of around 1,000 businesses in the Yorkshire and Humberside region have also been conducted. The responses demonstrate that SOHDG activities are meeting the needs of companies in this region, but also identify a growing demand for advice and training about occupational health.
4. Training and Development
4.1 Introduction
Training development is the central issue for 21st century, assert honey(1998, p 28-29) when setting out the declaration draw up by some of the leading thinkers on learning in organizations. This makes human resource development a key activity in today's organizations and lifelong crucial for individual. Training refers to the methods used to give new or existing employees the skills they need to perform their jobs (Gary Dessler, p 270). Changes in the context of the organization increase the need to train and develop it's members to ensure effectiveness, quality and responsiveness. Because these changes are not being made once and for all, employees are having to adjust to continuous change, and their managers are having to pay greater attention to HRD then ever before. Training and development of employees in the investment from the employer towards the growth and development of the organization.
Training and development is essential for the organization. It helps improve quality, customer satisfaction, productivity, morale, management succession, business development and profitability. Training planning and training itself is a step-by-step process. Training is especially important for new starters. Good induction training ensures new starters are retained, and then settled in quickly and happily to a productive role. Induction training is more than skills training. It's about the basics that seasoned employees all take for granted: what the shifts are, where the notice-board is; what's the routine for holidays, sickness, where's the canteen, what's the dress code, where the toilets are. New employees also need to understand the organization's mission, goals and philosophy, personnel practices, health and safety rules, and of course the job they're required to do, with clear methods, timescales and expectations.
In human resource management system training and development is the next step after recruiting employee. Recruiting and selecting high potential employees doesn't guarantee that they will perform effectively.
4.2 Literature Review
Most of us have learned a good deal more out of school than in it. We have learned from our families, our work, and our friends. We have learned from problems resolved and tasks achieved but also from mistakes confronted and illusion unmasked. Intentionally or not, we have learned from the dilemmas our lives hand us daily (Daloz, 1986, 1). However individuals have a lifetime experience of being learners, some of their experiences might not have been happy once, as some of those who responded to the declaration of learning (Honey, 1998). Training and development are processes that we all experience. The outcomes of a person's training and development are the way they think, feel and interpret their world, the way they see themselves, their self concept, their ability to respond and making their way in the particular environment. Training and development are therefore significant experiences for individuals and for organizations. Ribeaux and Poppleton (1978, p 38) has define training and development as a process within the organism which result in the capacity of changed performance which can be related to experience rather than maturation. Hence training is not just a cognitive process that involves the assimilation of information in symbolic form but also an affective and physical process (Binsted, 1980).
Development, however is the process of becoming increasingly complex, more elaborate and differentiated, by virtue of learning and maturating.(Ian Beardwell, Len Holden &Tim Claydon, 2004, p 272). Development, whether of an organism, individual or organization, is a process of both continuity and discontinuity.
An organization needs to assess its people's training needs - by a variety of methods - and then structure the way that the training and development is to be delivered, and managers and supervisors play a key role in helping this process. They also should be 'topping-up' the development of their people through their own direct efforts. This type of development should also include mentoring and coaching, which is very effective in producing excellent people, and should be used an additional training method alongside formal structured training courses. Although, training contributes to development. It is not synonymous with it, but development cannot take place without training of some kind.
There are many different training and development methods. On-the-job training, informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training, product training, technical training, behavioral development training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organizational training needs
4.3 The Five-Step Training and Development Process:
(Gary Dessler, p 270) describes the training programs consist of five steps.
* Need Analysis. Identify the specific job performance skills needed
* Instructional design: Decide on compile and produce the training programs content
* Validation step: Bugs are worked out of the training program by representing it to a small representative audience.
* Implementation: Training the targeted employees
* Evaluation: Management assesses the program's successes or failures.
4.4 Training and Development Methods
Once decided to train the employee and identify their training needs, training program need to design. The various training methods which companies usually use are discuss below.
4.4:1 On-the Job Training
On-the job training means having a person learn a job by actually doing it. Every employee from top to bottom gets On-the job training when they join the organization. The most common type of On-the job training is coaching or understudy method, where worker or the trainee's supervisor trains the employee. The advantage of this method is it's inexpensive, trainees learn while producing and there is no need for expensive off-site facilities like classrooms or programmed learning devices. (Gary Dessler, p 275)
4.4:2 Orientation
This method is used for new employees. The first several days on the job are crucial in the success of new employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. Orientation training should emphasize on the company's history and mission, the key members in the organization, the key members in the department, and how the department helps fulfill the mission of the company, personnel rules and regulations. (Gary Dessler, p 275)
4.4:3 Audiovisual
Television, videotapes and films are the most effective means of providing real world conditions and situations in a short time. One advantage is that the presentation is the same no matter how many times it's played. This is not true with lectures, which can change as the speaker is changed or can be influenced by outside constraints. The major flaw with the audiovisual method is that it does not allow for questions and interactions with the speaker, nor does it allow for changes in the presentation for different audiences.
.( Derek Torrington, Laura Hall and Stephen Taylor, p 433).
4.4:4 Job Rotation
Involves moving an employee through a series of jobs so he or she can get a good feel for the tasks that are associated with different jobs. It is usually used in training for supervisory positions. The employee learns a little about everything. This is a good strategy for small businesses because of the many jobs an employee may be asked to do. .( Derek Torrington, Laura Hall and Stephen Taylor, p 433).
4.4:5 Apprenticeships
Develop employees who can do many different tasks. They usually involve several related groups of skills that allow the apprentice to practice a particular trade, and they take place over a long period of time in which the apprentice works for, and with, the senior skilled worker. Apprenticeships are especially appropriate for jobs requiring production skills. (Gary Dessler, p 276)
4.4:6 Self-development
Natural learning is the learning that takes place on the job and results from an individual' everyday experience of the task.
To some extent self-development may be seen as a conscious effort to gain the most from natural learning in a job. Self-development can be focused in specific skills development but often extends to attitude development and personal growth. Self-development based on employee's observation an it's not a quick learning process.( Derek Torrington, Laura Hall and Stephen Taylor, p 433).
4.5 Conclusions
Training and development take place throughout life. It increased job satisfaction, motivation, capacity to adopt new technologies and methods, morale among employees and reduced employee turnover. The quality of employees and their development through training and education are major factors in determining long-term profitability of the organization. If you hire and keep good employees, it is good policy to invest in the development of their skills, so they can increase their productivity. Training and development take place throughout life and through performance in the job.
The outcomes from training and development are difficult to evaluate because it need time interval. When employee get trained and developed, there might less complaint to the employer a more demanding of changes at wok and future development.
4.6 Case Study
Scenario
Leading computer printer manufacturer EPSON has helped to co-ordinate its dealers' sales efforts by designing an interactive CD to teach and test their sales staff. The product was created in-house using a combination of PowerPoint and Question Mark tools.
EPSON introduced the world's first commercially successful printer mechanism, the EP-101, and has since pioneered the development of computer printers that now lead the industry in print quality, function and ease of use. EPSON's reputation for producing technically advanced printers continues today, with recent innovations such as the 'micro-piezo inkjet' which produces high quality color images at affordable prices
Problem
Like many innovation led manufacturers, EPSON has the difficult task of explaining the key points of its range to dealers and customers. To combat this, EPSON decided to introduce a Distance Learning Program. The program would indicate where a product fitted in the EPSON range and explain its technology and competitive benefits. With this kind of complex and detailed information to deliver, the EPSON team was eager to make it highly accessible and, if possible, to include a means of measuring how well it had been comprehended.
Evaluation Process
EPSON considered a number of ways to deliver training programs, but decided that it should be technology led. Computer dealers would have no problem accessing the information. After a careful look at the available media, the EPSON training department selected a combination of CD-ROM and floppy disc to create an interactive training tool.
Solution
EPSON's technical training manager Martin Johns is responsible for introducing and creating the program. Said Johns: "Our aim was to create something which is visually attractive but would also have the power to deliver the important facts about our extensive range of products. We also decided to make the program interactive which would enable the dealer to test its sales staff's accumulated knowledge, if only for personal reference."
The presentation side of the program was created in Microsoft PowerPoint and the interactive pages were produced on Question Mark for Windows, which is ideal for checking staff skills and creating training and recruitment programs. The two programs were meshed seamlessly together to create an on-going teaching and testing session.
Continued Johns: "Both PowerPoint and Question Mark are simple to use, so we were able to create the whole interactive program in-house without any special knowledge of coding or any special training. This included producing all the graphics and the interactive question sessions."
Navigation through the program is by simple launch buttons, as popularized in Internet applications. The interactive questions are created in a variety of formats and the results are recorded on floppy for later analysis.
Results
The dealer's members of staff are able to run a Question Mark test on the subject they have just studied at the end of each section. Concluded Johns: "One of the big benefits of this method of learning for a busy dealer is that it is timeless, being immediately available to suit the user on a self-paced basis. This lets key staff members continue their duties while still undergoing training. For us, it has also been very cost effective and has enabled us to deliver a message which remains consistent and clear at all times."
5.0 References
Locher, A.H. & Teel, K.S. (1977)
Performance appraisal - a survey of current practices, Personnel Journal, Vol 56 No 5, p.245-257.
Nemoroff, W.F. & Wexley, K.N. (1979)
An exploration of the relationships between the performance feedback interview characteristics and interview outcomes as perceived by managers and subordinates,
Journal of Occupational Psychology,
Vol 52, 25-34.
Greenberg, J. (1986)
Determinants of perceived fairness of performance evaluation, Journal of Applied Pschology, Vol 71, 340-342.
Bratton and Gold (2003)
Human Resource Management, Theory and practice 3rd edition
Derek Torrington, Laura Hall and Stephen Taylor (2002)
Human Resource Management, 5th Edition
Beardwell, Holden and Claydon. (2004)
Human Resource Management, A contemporary Aproach 4th Edition.
Carol Boyd
Human Resource Management and Occupational Health and Safety 10th edition
http://www.bc.edu/bc_org/hvp/c/c_perf05.html#procedures
http://www.hr.wvu.edu/emprelations/paforms.cfm
http://www.managementhelp.org/hr_mgmnt/hr_mgmnt.htm
http://www.ilr.cornell.edu/library/subjectGuides/humanResourcesAndTheInternet.html
http://www.all-biz.com/
http://en.wikipedia.org/wiki/Performance_appraisal
http://www.performance-appraisal.com/basic.htm
http://www.managementhelp.org/trng_dev/basics/reasons.htm
http://www.labour.gov.sk.ca/safety/fast/general.htm
http://www.osha.gov/SLTC/smallbusiness/sec5.html
6.0 Bibliography
Locher, A.H. & Teel, K.S. (1977)
Performance appraisal - a survey of current practices, Personnel Journal.
Nemoroff, W.F. & Wexley, K.N. (1979)
An exploration of the relationships between the performance feedback interview characteristics and interview outcomes as perceived by managers and subordinates,
Journal of Occupational Psychology.
Greenberg, J. (1986)
Determinants of perceived fairness of performance evaluation, Journal of Applied Pschology.
Carol Boyd
Human Resource Management and Occupational Health and Safety 10th edition
Sims, Ronald R. (2002)
Organizational Success through Effective Human Resources Management.
Bratton and Gold (2003)
Human Resource Management, Theory and practice 3rd edition
Derek Torrington, Laura Hall and Stephen Taylor (2002)
Human Resource Management, 5th Edition
Beardwell, Holden and Claydon. (2004)
Human Resource Management, A contemporary Aproach 4th Edition.
http://www.knowledgestorm.com/search/keyword
http://www.shrm.org/
http://www.cecunc.org/business/personnel/employee-training.html
http://www.zeromillion.com/business/personnel/employee-training.html
http://www.businessballs.com/traindev.htm
http://www.improveltd.co.uk/web/Data/International%20Fish%20Canners.pdf
http://www.improveltd.co.uk/improve/Case_Studies/Live_Case_Studies/Company_Case_Studies/Staff_performance_appraisal_scheme_brings_together_stronger_workforce.c1592.aspx