Human
Resource
Management
Executive summery
Roehampton is a public university located in Surrey, London and was established in 1975 that employ approximately 936 full-time, 200 temporary staff including visiting lectures. As part of this research Roehampton University (RU) will be investigated to see whether they comply with the HRM `best practice' theory.
Although some academics claim HR to be no different from Personnel. Most authors state that it is more detailed and the personnel department is part of it. Some authors claim for HRM to be effective it would be appropriate to adopt the `best practice' method by Marchington which consists of the following:
* Selective hiring + sophisticated selection
* Extensive training, learning and development
* Employee involvement
* Self-managed teams/team working
* High compensation linked to performance
* Reduction of status differentials + harmonisation
* Employment security + internal promotion
RU was contacted with request to conduct a research with RU. Subsequently a quantitative approach was used whereby a questionnaire was designed relating to the `best practice' method as mentioned above and was distributed to approximately 40 employees of RU the Business and Social Science site. The questionnaires were distributed via email on 4th May 2005 with the collection deadline set for 9th May 2005. It can be seen further into the report that RU complies with 5 of the` best practice' methods and requires improvement in the other 2 criteria's.
As a result of the analysis I would recommend HRM to update their policy procedures not to be misleading and to meet with the practice which actually take place within RU. It can also be suggested for HRM within RU to conduct a quantitative or qualitative research with all employees to pin point areas that need improving. `The more satisfied workers are with their jobs, the better the company is likely to perform in terms of subsequent profitability'1 it would be agreeable to say that happy and motivated employees are more productive.
2 Contents
. Executive summery 2
2. Contents 3
3. Introduction 4
3.1 Vision and mission of Roehampton
3.2 Methodology
4. Literature Review
4.1 Nature of HRM 5
4.2 Best fit Practice 6
4.3 Selective hiring + sophisticated selection 6
4.4 Extensive training, learning and development 7
4.5 Employee involvement 7
4.6 Self-managed teams/team working 8
4.7 High compensation linked to performance 8
4.8 Reduction of status differentials 8
4.9 Employment security + internal promotion 9
5. Findings
5.3 Selective hiring + sophisticated selection 10
5.4 Extensive training, learning and development 10
5.5 Employee involvement 10
5.6 Self-managed teams/team working 10
5.7 High compensation linked to performance 11
5.8 Reduction of status differentials 11
5.9 Employment security + internal promotion 11
6. Analysis and Discussion
6.1 Effectiveness of HRM within Roehampton 12
6.2 Selective hiring + sophisticated selection 12
6.3 Extensive training, learning and development 12
6.4 Employee involvement 13
6.5 Self-managed teams/team working 13
6.6 High compensation linked to performance 13
6.7 Reduction of status differentials 14
6.8 Employment security + internal promotion 14
7. Recommendations 15
8. Conclusion 16
9. Personal Learning statement 17
0. References 18
1. Appendices 20
3
Introduction
In this report Roehampton University (RU) will be used to conduct a research reference to the `best practice' within the human resource management (HRM) area. Roehampton was established in 1872 as a training collage for women teachers and developed it self since. It was in 1975 when it formed as Roehampton institute and on 1st August 2004 was granted full independence as Roehampton University.
3.1 RU Vision and mission statement
As a large organisation RU aim is `to be a University with an international reputation for teaching and research, a secure national presence and a distinctive local identity' whereas their mission is to `the pursuit of pure and applied academic enquiry and providing its stakeholders with an academic service of the highest quality'2 (see appendix 1).
4.2 Methodology
In order to conduct this research RU was approached requesting permission to obtain information with reference to the `best practice' method. Prior to that a questionnaire wad designed to be distributed only to the School of Business site of RU. The questionnaire consist of 32 multiple questions and the RU website was used to access employee directories for email addresses. The questionnaire was accompanied with a covering letter explaining the reasoning for the research and details on the areas to be analysed. All employees were offered strict confidentiality assuring that information obtained was for research purpose only. A total of 40 emails were sent to be returned by 9th May 2005. After having sent the questionnaire via emails the responses will be collected and logged to help analyse each area in detail. The results of the questionnaire will be discussed in detail further on into the report; however a percentage breakdown of the questionnaire can be viewed in appendix 2.
Additional details of the HRM practice that is mentioned in the staff handouts and procedure manuals will be analysed in comparison with reality and what employees perceive it to be along with the `best practice' adopted within RU. As a result of the analysis some suggestions would be made if necessary and finally a summery of the results will be included
4
Literature Review
4.1 The nature of HRM
The origins of HRM may be traced back to the 1950s in the United States. Along with the Thatcherism era and an emphasis away from collective bargaining, reduction in bureaucracy and a move from the collective to the individual, a new void in the personnel function required to be filled, when personnel specialists found themselves having to adjust to the enterprise culture and the market economy. Thus, HRM emerged as a practiced personnel function, promising flexibility, responsiveness and a marked increase in the value of the employee.
`Human resource management (HRM) is the set of organisational activities directed at attracting, developing and maintaining an effective workforce'3. `HRM is now more important than ever. Organisations increasingly complete with each other on the basis of effective people management and development by tapping into ideas of workers and organising their work in more efficient ways'.4 HRM is aimed at recruiting capable, flexible and committed people, managing and rewarding their performance and developing key competencies. `Recent research has shown that the management of people makes a difference to company performance.'5
Ever since the term HRM came into currency it has come in for much criticism. Many people considered HRM as a revolution of personnel practice. `Whatever the choice of terminology or decisions of the personnel function, effective HRM and successful implementation of personnel activities are essential ingredients for improved organisational performance.'6
Hannagan states that `human resource management concerns the human side of enterprise and factors that determine workers' relationship with their employing organisations'7 and consists of 6 key elements whereas Torrington claims that HRM consists of 5 functions (see appendix 3).
4.2 Best Practice
`Many managers and academics now stress the advantages of adopting what has been variously labelled a `high commitment', `best practice' or `mutual gains' human resource management model'.8 `Best practice's HR policies include flexibility of organisational structure, employees' commitments to organisation, flexible employees' performances to achieve high quality, integrating HRM into strategic planning and employees' working life quality'9. Marchington describe best practice to consist of the following:
. Selective hiring + sophisticated selection
2. Extensive training, learning and development
3. Employee involvement
4. Self-managed teams/team working
5. High compensation linked to performance
6. Reduction of status differentials + harmonisation
7. Employment security + internal promotion
`It would be inaccurate to suggest that one approach has taken over from the other, just as it would be wrong to suggest that one is modern and the other old fashioned, or that one is right and the other wrong'10 (see appendix 4)
4.3 Selective hiring + sophisticated selection
This is the critical function of effective HRM. It is rarely possible to match perfectly the requirements of an individual job with the skills and abilities of the people available. Square pegs in round holes are not only bad for the organization. Wrongly placed workers are also often unhappy and bored, or anxious about being out of their depth. `appointing the wrong person can be potentially devastating for the organisation and the right person can make a strong positive effect on the organisation'11. Therefore, HRM and other management literature put great emphasis on the process of selecting and socializing new recruits.
`Several reasons were suggested for selective hiring and promotion practices. First, it was suggested that management generally surrounded themselves, albeit unconsciously, with people like themselves (i.e., 'the comfort zone')'12`There are a variety of other methods which can be used in staff selection. These include: peer rating; in-tray exercises; selection tests and personality questionnaires; group exercises; assessment centres; and individual (one to one) or panel board interviews.'13 (see appendix 5)
4.4 Extensive training, learning and development
Training and Development - `these two activities are quite different in nature but share the same essential objective, i.e. to improve an employee's performance at work'14
The most valuable resource is the employee, therefore the greater the ability and application of the team members, the more successful the business will be. In order to fit with the constantly changing environment and variable job requirements, the training provided should be continuous; less structured and should focus on individualised knowledge requirements. This should enable employees to adapt to these changing conditions, to respond in unique ways to new challenges, and to become more comfortable with ambiguity.
The ability to recruit, develop and keep employees gives a significant, sustainable competitive advantage. Training can also increase the range of skills available, which can be used in other parts of the organisation. Methods and effects of training can be seen in appendix 6.
4.5 Employee involvement
`Traditionally, employee involvement in Western business management has been somewhat limited, with organisations demonstrating classic hierarchical structures, decision being made at a senior level and executed by the workforce'15`Investors in People (IIP) has unveiled a new version of its standard, updated to place new emphasis on employee involvement and on maximising potential.'16
` Does employee involvement `work'? There is a simplistic answer to that sort of a question which runs that it must `work' because it makes sense: people will support that, which they have helped create. Without involvement there will be no ...
This is a preview of the whole essay
4.5 Employee involvement
`Traditionally, employee involvement in Western business management has been somewhat limited, with organisations demonstrating classic hierarchical structures, decision being made at a senior level and executed by the workforce'15`Investors in People (IIP) has unveiled a new version of its standard, updated to place new emphasis on employee involvement and on maximising potential.'16
` Does employee involvement `work'? There is a simplistic answer to that sort of a question which runs that it must `work' because it makes sense: people will support that, which they have helped create. Without involvement there will be no commitment and motivation, both of which are much lauded as necessary features of corporate culture.'17
`Effectively involving employees in the market performance of the firm requires a culture that encourages employee involvement and empowerment, communication from the top down about the importance of employees'18
4.6 Self-managed teams/team working
`Self-managed teams as a form of organisational structure can encourage planning at the operational level. Manager & teams can feel committed to plans they have produced themselves or have helped to shape. Teams will often be able to contribute to wider plans so that a two-way process can be developed, with strategic plans coming downwards and more detailed plans for implementation arising from the expertise and information of the self-managed teams'19
It can been seen that teamwork ` have a structure to handle the whole process, work largely on their initiative, and more easily between all the tasks, helping each other as needed.'20
`team work has been one of the key ingredients of the new industrial relations and human resource management movements'21 `Research has identified links between direct communication methods and staff feeling consulted and able to influence decisions affecting them; and that effective 'employee voice' impacts organisational performance.'22
4.7 High compensation linked to performance
`Employees do not work for free-they expect to be compensated for the time, talent, and effort they devote to their jobs and to helping the organisation achieve its goals. Compensation is the set of rewards that organisations provide to individuals in return for their willingness to perform various jobs and task within the organisation' `Compensation involves a number of different elements including base salary, incentives, bonuses, benefits and other rewards'23
`A reward can be defined as any form of gratification that an employee gains from his or her employment with an employer. With such abroad definition we can expect there to be a wide range of rewards that organisations can use such as job satisfaction; job security; pay or salary or commission on sales etc for various reasons.' 24 (see appendix 7)
4.8 Reduction of status differentials + Harmonisation
`another type of initiative is harmonisation of terms and conditions between different categories of employee. Changes are mainly holidays, hours and methods of payment. As shown elsewhere, temporary and part-time employees frequently `enjoy' poorer terms and conditions that their full-time counterparts'25 `A working group goes through contractors' employment conditions with a fine tooth comb. "We are trying to avoid disaffection," says Mr Elston. Among the items included in employment harmonisation are pay, travel, the use of special clothing and timing of tea breaks.'26
4.9 Employment security + internal promotion
`It is characteristic of those with this career anchor to be prepared to do what the organisation wants of them in order to maintain job security and the present future benefits which go with this. They will conform to the organisation's requirements and trust that they will be well looked after.'27
`Apart from improvements in pay and conditions of work, the most immediate incentives available to employees are opportunities for promotion. If the organisation has trained its staff adequately and ensured that employees' work experiences are sufficiently wide, internal promotion should be feasible'28
`The provision of employment security helps employees to trust their employer; in response, employees deploy amounts of effort that produce internationally competitive firm performance.'29
5
Findings
RU's HR strategies are to recruitment effective people and to train those people by motivating in order to achieve the best organisational performances.
5.1 Selective hiring + sophisticated selection
To recruit effective people and improve recruitment methods, RU has certain procedures to follow and their aim is to recruit the suitable employee to reduce the numbers of leaving members. The criteria's required when recruiting varies depending on the status i.e. lecturers are required to have a 1st degree of education whereas administration staffs are required with GCSE levels (see appendix 8).
5.2 Extensive training, learning and development
RU provides employees with all the structured formal training and practical on-the-job experience to develop into motivated, skilled and student-focused employees. They offer induction and mentor training for new staff and also have courses available for employees who whish to take their learning further. There are number of courses available for lectures and manual working staff which can be internal, external and self developed. RU also has a guideline to help identify any T&D needs as a self development tool (see appendix 9)
5.3 High compensation linked to performance
Researchers describe that to achieve sustained success for organisation, managing employees performance effectively is important. RU recognises everyone needs a flexible and diverse range of skills to perform effectively. All employees can review their performance progress with their line manager, using agreed objectives such as appraisals.
Rewarding employees consists of base pay, individual performance-related pay, bonuses, incentives, commission and allowances depends on their contributions to organisations. RU has included the procedure of PRP whereby employees are rewarded for their performance.
5.4 Employee involvement
RU keeps employees involved using questionnaires to collect data from lecturers and students along with newsletter distributed every week with up to date information to all members within RU including students.
5.5 Self-managed teams/team working
Unfortunately self managed teams is a criteria RU does not involve themselves with, however it can be said that some employees are involved with team working in situations with organising lecture notes or when new modules have been introduced.
5.6 Reduction of status differentials
Unfortunately harmonisation that still exists in RU whereby PRP is only offered to employees at certain levels. RU is working toward reducing the working hours of manual workers same to other employees from 37 to 35 hours below are lists of area of harmonisation at RU.
* Payment systems and method of payment
* Overtime and hours of work
* Actual times of work
* Holiday entitlement and holiday pay
* Pension arrangements
* Period of notice (above the statutory minimum)
* Redundancy terms
* Lay-off/guaranteed week
* Canteen facilities
* Fringe such as health insurance and company cars.
5.7 Employment security + internal promotion
It is simple to understand that to recruit and retain the best people; firms have to find innovative ways of helping employees to achieve a balance between work and personal life. RU understands the need to support staffs and recognises the importance of working parents and the need to balance their works and family lives. RU offers time off for sick leave, antenatal, maternity pay and leave. It also offers a range of options for flexible working, part-time work and visiting lectures.
RU also has harassment and grievance procedure guidelines to help staff follow the correct path if facing any difficulties and stresses which are one of the main downfalls of motivation and productivity.
6
Analysis and Discussion
6.1 Effectiveness of HRM within Roehampton
After researching the HRM manual and guidelines it can be said that RU does not comply with the `best practice' method by 100%. There are 5 areas which meats the criteria and 2 that does not.
6.2 Selective hiring and sophisticated selection
This is one of the sections that RU uses the accurate approach methods and before the process of hiring RU has certain requirements for lecturers and senior staff.
RU uses methods such as online, newspaper advertising, notice boards, HR website and even Job centres. The procedure of selective hiring is clearly defined in the guideline manuals with reference to the newspapers or websites used and the costs relating to the advertisement (see appendix 10)
They use various methods such as application forms, C.V, interviews and a presentation when in search for the appropriate candidate is to be hired. An example of this would be that a lecturer is required to have a 1st class degree with 2 years of experience along with the skills of communication and presentation. There are different requirements for the different status of staff and can bee seen in appendix 11.
It can also be said from the analysis of the questionnaire that 100% of employees were adequately prepared for the job and 50% were very satisfied with the selection of methods used.
6.3 Extensive training, learning and development
Training and development is an area where RU is adequately prepared. As a new beginner all employee go through an induction course for 1 day. Most employees also benefit being trained with a mentor who guides through out the job requirements. RU offers the option for all employees to take part in further training or learning courses which are available. The courses available are conducted either internally or externally from workshop or even through self development. Below are some charts as to what the employees perception of training is.
6.4 Employee involvement
During the analysis for the section of employee involvement it can be seen that 58% of employees participate with RU activities and only 42% are satisfied with the methods and degree of involvement. This is an area where RU may look into to increase employee involvement to make them more productive.
6.5 Self-managed teams/team working
This is an area where RU tries to fit fulfil with the `best practice' method. Most lecturers work independently arranging their work loads in their own time, however there are occasions where team work may be required through the course conveners and lecturer to arrange dates and times of modules or when a new module has been introduced employees may work in team to arrange the requirements accordingly.
6.6 High compensation linked to performance
Although the HR manual of RU states PRP appraisals available most employees believe it to be inaccurate as they have not been rewarded in such ways. Before being employed full-time the arrangement of basic pay is made and are not compensated additionally for their performance in lectures or administration skills in the office.
There are a few benefits that RU rewards their employees with such as: training that enables them with further skill leading them to promotion or even to carry further into a new career; pension schemes; maternity pay etc.
However the downfall is that these are very popular benefits and have become part of most organisations procedure. Unfortunately RU is a public sector organisation and does not have investment share facilities or bonus schemes which can be an incentive for an employee to be more productive. With this situation the only reward for an employee to be more productive would be the incentive for a promotion.
6.7 Reduction of status differentials
As part of RU strategy their aims to reduce manual labour working time same to the length of senior staff which is from 37 to 35 hours. It also states in the HRM --- manual that working hours are from 9-5pm, however the manual does not include the flexible working hours of visiting lecturers whereby they work in the time they have arranged for themselves. Although the flexibility option is beneficial allowing staff to operate with high moral effectively unfortunately this flexibility is not available to all staff such as registry, accounts, administration or kitchen etc. In these departments the option to work shifts may be available which is pre-arranged with other members therefore this is not as flexible with all departments and creates harmonisation of status differentials within RU.
6.8 Employment security internal promotion
Most employees such as lecturers and senior staff have contract agreements before starting, which gives them sense of security. It can be said that training and learning can increase security due to the knowledge obtained from learning being carried forward for a lifetime. It can also be said that rewarding employees with promotion can give a sense of security. Procedure guidelines for internal promotion can been seen in appendix 12.
7
Recommendations
It would be fair to say that RU's HRM is effective in 5 areas but would need improvements in the remaining 2 as well as the flexibility which is not covered by Marchington or RU. Below are lists of recommendations for RU which can help them being more effective.
Correction of HR manual not to be misleading as most employees have flexible working hours.
2 More analysis in the sophisticated selection to try prevents employees from leaving.
3 To analyse the reward system reducing status differentials which still exist in RU.
4 Providing employees with effective performances with extra rewards or even using prize draws to increase incentives for employees as there are no share or bonus rewards available at RU due to being a public sector organisation
5 Maybe introduce social events certain days of the month for employee at all level to increase communication skills at all levels.
6 Eliminate any harmonisation relating to PRP, methods of payments etc.
7
Conclusion
Although HRM involves varieties of roles Marchington (2003) was used to analyse the best practice methods consisting of 7 criteria's.
After the completion of the research and analysis of the questionnaires collated it would be fair to say that HRM of RU does not comply with the `best practice' method 100%.
There are 2 areas which need improvement from employee's perspective and from the factual information obtained.
It can be concluded that one of the main areas RU need to develop is harmonisation where 67% employees believe that differences in terms and conditions still exist between groups of workers at Roehampton relating to overtime and hours of work to be carried out. 50% percent believe harmonisation continues with methods of payments and holiday entitlement.
Another area where RU requires development is the performance related pay criteria. Although 83% of employees agree that rewards are motivating toward commitment only 8% were awarded with PRP, 25% with promotion and 50% with benefits such as holiday or pensions.
As an overall it can be said that
7 Personal Learning Statement
When I started the HRM module I was not sure what to expect, however the fact that this module is 100% assignment did slightly make me nervous purely because there were no exams. If anything were to go wrong with the coursework I am not given the option to compensate with presentations or exams.
As a reserved person having difficulties socialising, the seminars was a great way to communicate with other students and lecturers. During the module it would be fair to say I have created an understanding with few people in the class where I would share information as to research materials, websites and sharing of class notes. I did find it peculiar though how some people are reluctant to help or share information with fellow students.
During the course for HRM I found few things difficult to deal with. Firstly I found it difficult to attend lectures on time as I have a dependent who attends school and on some occasions I am forced to either attend late or bring her to lectures with me. Secondly I have faced difficulties with trying to obtain permission from some companies to conduct a research with such as Tesco, L'Oreal, Barclays, Sainsbury's etc. I found that they were either not willing to give information to an outsider or were to busy to add on extra burden as they may see it. When I contacted RU to conduct the research, I found the HR department to be most helpful giving me information as to where I can obtain the data relating to the topics of the research.
It only became frustrating when I finally managed to email the questionnaire to the lecturers to find that I had 1 or 2 mistakes which needed to be amended. Also waiting for the emails to be replied did not make the situation any easier as it kept me on the edge. During the analysis of this report I found it interesting where in certain areas such as training and development that most people have agreed to its importance, on the other hand they differed completely with rewards and benefits.
The phrase `people learn from their mistakes' I believe is very accurate. If I were to retake this course module again I would definitely prepare the questionnaire early and allow the lectures plenty of time to reply. Another possible action I may take would be to start working with an organisation at the beginning of the module, therefore allowing me access to an organisation to complete my research without having to waste time contacting other companies and waiting for replies.
As an overall for this module I would say it certainly did not turn out to be what I had expected and hopefully will complete the second half of HRM the coming semester. I found the lecturer to be very helpful during lectures and after to discuss coursework and any other areas I am having difficulties with.
8 References
Books
a) Boddy. D (2002) Management an Introduction, 2nd edition, FT Prentice Hall, Ashford colour press, Gosport, UK
b) Mullins. L (1999) Management & Organisational behaviour, 5th edition, Prentice Hall, China
c) Campbell. D (2001) Organisations and the Business Environment, Scotprint, Oxford, UK
d) Torrington. D & L. Hall (1998) Human Resource Management, 4th edition, Prentice Hall Europe
e) Griffin R W & R J Ebert (2002) Business, 6th Edition, Prentice Hall- New Jersey, USA,
f) Hannagan. T (2002) Management Concept and Practice, 3rd edition, FT Prentice Hall, UK
g) Marchington. M & A. Wilkinson (2003) People Management and Development - Human Resource Management at Work ,2nd edition, CIPD Enterprise Ltd, London, UK
h) Pilbeam. S, & M. Corbridge (2002), People Resourcing: HRM in Practice, 2nd edition, England, Financial Times/Prentice Hall.
Journals
Martin J. H (1998) Employee Involvement and Market Orientation in a Transition Economy: Importance, Journal of Managerial Issues. Volume: 10. Issue: 4, p485.
Allison. T M (1999) Organizational Barriers to Diversity in the Workplace, Journal of Leisure . Volume: 31. Issue: 1. p78
Smith.M.R (2000) Review of Social Economy -On the Use of the Prisoners' Dilemma to Analyze the Relations between Employment Security, Trust and Effort., Volume: 58. Issue: 2, p153.
Websites
http://www.personneltoday.com/Articles/2004/11/23/26862/New+IIP+standard+focuses+on+employee+involvement.htm
Date accessed 05-05-2005
http://www.theworkfoundation.com/events/index.jsp#may
Date accessed 05-05-2005
http://www.roehampton.ac.uk/about/documents/Universityvisionfinal.pdf
http://www.roehampton.ac.uk/hr/
Date accessed 10-05-2005
http://www.roehampton.ac.uk/hrtraining/itn.asp
Date accessed 10-05-2005
http://www.roehampton.ac.uk/promotions/2005docs/Expectations%202005ver1.doc
Date accessed 10-05-2005
Articles
Garnet N (January, 1984) The workforce has proved highly co-operative -Financial Times, London, England
Appendix 1
. Human Resources in the context of University Vision and Mission
From the University's Strategic Plan 2001-2006, our vision is:
'To be a university with an international reputation for teaching and research, a secure national presence and a distinctive local identity';
whilst our mission is articulated as follows:
'Roehampton is committed to the pursuit of pure and applied academic enquiry and providing its stakeholders with an academic service of the highest quality.
We will offer to as wide a community as possible a portfolio of teaching and learning opportunities across a broad but coherent field of disciplines. We will conduct research of importance and disseminate the results. We will meet the information, training and career development needs both of the University and of a range of external communities.'
The vision and mission are then tackled within ten themes under which a series of strategic goals are presented. The strategic goals that are set out will in turn be under-pinned where necessary by more detailed specific strategies, such as Learning & Teaching, Research, Academic Development. The Human Resources (HR) Strategy is a critical over-arching supporting strategy for the University for several reasons:
* Roehampton's mission incorporates the pursuit of pure and applied academic enquiry, the offer of a portfolio of teaching and learning opportunities and the conduct and dissemination of research. It is an organisation whose purpose is almost exclusively the development and dissemination of knowledge and this is for the most part embedded in and transmitted by its people.
* The direct costs of staff account for approximately 65% of Roehampton's expenditure.
* External stakeholders, particularly Government and other funders, are increasingly concerned to be assured of value for money, effectiveness and quality, which comes down to the effectiveness of Roehampton's staff at all levels.
* The issues and challenges presented in the Strategic Plan will depend extensively for their implementation on the University's staff and will in turn impact on all the University's staff, with inevitable changes to the ways in which people undertake their roles.
http://www.roehampton.ac.uk/about/documents/Universityvisionfinal.pdf
http://www.roehampton.ac.uk/hr/
Appendix 2
Part 1
.1 Age
31 - 40 17 %
41 - 50 33 %
50 + 58 %
.2 Gender
Male 42 %
Female 58 %
.3 Occupation HR Director, Senior Lecturer, Lecturer, Visiting Lecturer
Senior Personnel officer & Assistant
.5 Length of Employment
0 - 12 months 8 %
1 - 2 years 17 %
3 - 5 years 25 %
10 + years 50 %
.6 How did you find the skills required for employment with Roehampton?
Reasonable 42 %
Demanding 50 %
Neither 8 %
.7 How did you find the qualification required for employment with Roehampton?
Reasonable 42 %
Demanding 25 %
Very demanding 8 %
Part 2
2.1 How did you find out about the job? Indicated as applied
Paper advertisement 75 %
Word of mouth 17 %
Other 8 %
2.2 What was the method used for your assessment?
Application form 58 %
Interview 75 %
Telephone screening 8 %
Curriculum Vita 16 %
Psychometric assessments 16 %
Presentation skills 16 %
2.3 Were the details and requirements of the job specified?
Yes 100%
2.5 How did you feel about the methods(s) of selection?
Very satisfied 50 %
Satisfied 25 %
Somewhat satisfied 25 %
Part 3
3.1 Were you adequately prepared for the job?
Yes 100%
3.2 After selection did you undergo any training, if so for how long?
0 16 % Indicated as applied
1 day 25 %
4 weeks + 16 %
Ongoing 25 %
If no please go on to part 4
3.3 Was the training
In-house 33 %
Seminars 33 %
Courses 25 %
Workshops 25 %
Other 8 %
3.4 How did you find the training?
Easy 58 %
Neither 33 %
Difficult 8 %
3.5 How useful was the training for you job?
Useful 92 %
No difference 8 %
3.6 Would you agree that learning, training and development increases employment security?
Strongly agree 100 %
Part 4
4.1 Do you know the goals Roehampton wants to achieve?
Yes 32 %
No 8 %
4.2 How has the identification of universities goals effected how you feel about reaching them?
Clear guidelines given - shared goals - allowed organisation of work inline with institute - made it easy to prepare work - challenging but attainable
4.3 Are you involved in any planning process?
Yes 58 %
No 42 %
4.4 If you are involved in any planning process how do you feel about it?
Satisfied 42 %
Somewhat satisfied 42 %
4.6 Do you feel ample opportunity to express your views?
Strongly agree 75 %
Disagree 25 %
4.7 How important is team work for you?
Very important 42 %
Important 42 %
Somewhat important 16 %
4.8 Are you involved in any teamwork?
Yes 83 %
No 17 %
4.9 Would you agree that teamwork leads to high performance?
Yes 67 %
No 33 %
Part 5
5.1 Do you feel you are being adequately compensated?
Yes 92 %
No 8 %
5.2 Is it in accordance with the information you received during the selection process?
Yes 100%
5.3 Have you received any rewards during the time of employment with Roehampton University if yes which of the following? Indicated as applied
Bonus 8 %
Promotion 25 %
Performance related pay 8 %
Benefits (holiday, pensions etc.) 50 %
5.4 Would you agree that rewards can be motivating towards commitment?
Agree 17 %
Strongly agree 83 %
5.5 What type of rewards are available at Roehampton?
Indicated as applied
Promotion 50 %
Increase in base pay 42 %
Holidays 25 %
5.6 How important do you feel status differentiation is?
Important 25 %
Somewhat important 42 %
Not important 33 %
5.7 What differences in terms and conditions still exist between groups of workers at Roehampton? Indicated as applied
Payment methods 50 %
Overtime and hours of work 67 %
Time-recording procedures 25 %
Holiday entitlement and pay 50 %
Period of notice 42 %
Redundancy terms 33 %
Pension arrangements 33 %
Fringe benefits such as 16 %
(insurance/company car)
5.8 Are you required to work 35 hours a week?
Yes 42 %
No 58 %
5.9 Are your working hours flexible?
Yes 75 %
No 25 %
Appendix 3
3 different views of HRM key functions
Hannagan (2002)
* Management worker communication
* Elements of work psychology
* Employee relations
* Training and motivation
* Organisation of the physical and social conditions of work
* Personnel management
Torrington (1998)
Marchington (2003)
* Selective hiring + sophisticated selection
* Extensive training, learning and development
* Employee involvement
* Self-managed teams/team working
* High compensation linked to performance
* Reduction of status differentials
* Employment security + internal promotion
Appendix 4
BEST PRACTICE MODEL
Harvard framework for HRM Torrington
.
Appendix 5
Appendix 6
Mullins (1999)
Benefits of training
* increase confidence, motivation and commitment of staff;
* provide recognition, enhance responsibility, and the possibility of increased pay and promotion;
* give a feeling of personal satisfaction and achievement, and broaden opportunities for career progression; and
* help to improve the availability and quality of staff
Appendix 7
A reward can be defined as any form of gratification that an employee gains from his or her employment with an employer. With such abroad definition we can expect there to be a wide range of rewards that organisations can use. There are two broad categories of reward: intrinsic and extrinsic.
Intrinsic rewards are those that arise from nature of the job and of actually doing the job. Intrinsic rewards include:
* Job satisfaction
* Working conditions
* Social relationships at work
* Job security
* Recognition and appreciation at work
Extrinsic rewards are rewards that are tangible or that can be enjoyed outside of the work environment. Examples include:
* Pay or salary
* Fringe benefits (e.g. company car, company pension, health insurance)
* Holiday entitlements
* Commission on sales or productivity bonuses
* Status and social standing as a result of holding the job or specific job title (e.g. `and what do you do?' `I'm a doctor' or `I work for BT'.
The purpose of reward
There are number of purposes of rewards, examples include:
* To reward and recognise different levels of performance
* Te recognise seniority and `wisdom'
* To motivate
* To reduce dissatisfaction and disquiet in the workplace
* To retain staff and prevent them from seeking employment elsewhere
* To maintain and encourage employee loyalty
* To attract staff into organisation
(source Campbell. D (2001) Organisations and the Business Environment)
Appendix 8
A MODEL PERSON SPECIFICATION FOR LECTURING STAFF
All criteria listed are essential unless otherwise stated.
Education/qualifications
* a good first degree
* a PhD or its equivalent in research experience/publications, completed or close to completion
Experience
* teaching experience, preferably at degree level
* evidence of published research in relevant area
Skills/Technical
* ability to plan and deliver effective teaching and to conduct seminars
* ability to develop and foster students' learning skills
* the requisite skills to conduct research in the applicants' chosen field at a high level
Skills/Personal
* ability to communicate well and to get on with students
* ability to understand and cope with the specific needs of students from diverse backgrounds
* capacity to organise and give appropriate attention to course and School administration
* ability to participate in course development
Source: Adapted from Recruitment and Selection Guide, Birkbeck College
A MODEL PERSON SPECIFICATION FOR AN ADMINISTRATIVE SECRETARY (SCALE 4/5)
All criteria listed are essential unless otherwise stated.
Educational qualifications
* Education to at least GCSE level, including English and Maths, or equivalent
Experience
* A minimum of 2 years' experience in a secretarial post, preferably within Higher Education
* experience of working in a team
* experience of using computerised record systems
Technical skills
* accurate word processing skills and document presentation
* experience of spreadsheet packages, and familiarity with PC-based database records systems
* ability to establish administrative procedures
* ability to service meetings
Personal skills
* ability to communicate well, orally and in writing
* good interpersonal skills
* ability to respond effectively to pressure in peaks of workload
* ability to prioritise and meet deadlines
* ability to work with minimum of supervision
* high regard for confidentiality and security
* ability to work as part of a team
Source: Adapted from Recruitment and Selection Guide, Birkbeck College
Appendix 9
www.corporatefeedback.co.uk/training_needs_analysis.php
Appendix 10
MEDIA AND ISSUE DATES
Below is a list of some media and issue dates including a comparison of quotes for a typical 12 x 3 advertisement as at 1 November 2000. These quotes include discounts and there is a small production charge of £20 on top of these amounts.
(Please note that this is for comparison only - rates go up annually from April).
The Guardian
Monday - Media - £1,797.55
Monday - Secretarial - £1,017.03
Tuesday - Education - £1,017.03
Wednesday - Public Sector - £ 1,111.64
Thursday - Computing - £1,868.51
Generally good response rates, quite expensive though.
Independent
Thursday - Education - £855*
*more discount can probably be negotiated for dual insertions
Market share increasing, cheaper than Guardian but response rates not so good yet. Strong for research posts.
TES - Friday - £663.48
THES - Friday - £630.94
Joint rate - £852.12
More popular for Teaching and Research posts but includes some senior admin posts within Education. Cheaper than Guardian.
Evening Standard
Monday - Accountancy - £2,838.60
Monday - Public Sector/Senior Appointments - £1,573.20
(same paper but each section has different rates)
Wednesday - Building and Maintenance - £2,838.60
Expensive. Generally high response rates (although often many applicants live too far away to be realistic candidates).
Local Papers
Tuesday, Wednesday, Friday - South London Press - £921.69
(Adverts appear three times).
Thursday - Wandsworth & Putney Guardian - £518.13
Kingston Guardian - £518.13
Joint rate - £1,036.26
(the local Guardians are both free door delivery papers)
Friday - Surrey Comet - £518.13
Local papers best for secretarial (up to Scale 4/5) clerical, and manual posts.
Jobs.ac.uk website (jobs in the academic community) - costs £40 per ad.
Advertising on this website is free until July 2001. Currently HR is placing all adverts on this website as well as in the papers.
Totaljobs.com website - through a special deal with Kingsway our Advertising Agency, totaljobs.com now charges £20 per advert if we advertise on their website frequently (5 or more adverts per month). Less frequent advertising on this website, eg 1 advert per month would attract the normal cost of £600 per advert for a posting of 28 days. This website is a good quality site owned by Reid Business who have Accountancy Age and Computer Weekly among their titles.
Specialist papers
Accountancy Age - £1,895.
Computer Weekly - £1,656
Computing - £2,160 *can negotiate less
Design Week - £1,470.60
Hotelkeeper and Caterer - £1,026
Library Association Record - £569.50
Portico - (Careers) half page - £627, full page - £921.50
Prospects Today - £850.25 (targets recently qualified graduates)
The Voice - £613.89
Circulation within the University
All externally advertised posts are circulated throughout the University. Adverts appear on College notice boards, the LRC (Digby) and Senate House.
Advertisements can also be found through the HR website using the jobs.ac.uk link and the keyword "Roehampton" for searches. We are also hoping to develop our own Recruitment website in the near future whereby prospective candidates will be able to download job details and application forms directly.
Job Centre
Manual posts are also advertised at the local job centre (free of charge). The Central Vacancies Team at Clapham Junction Job Centre are responsible for cascading the adverts to other job centres within a certain catchment area.
HR/bg/Q:/rmguide/9 May, 2007
http://www.roehampton.ac.uk/hrtraining/itn.asp
Appendix 11
Promotions Committee: Criteria for Teaching Element
Teaching is to defined here in the widest manner too include all aspects of teaching, training, guidance and instruction including postgraduate supervision and to include all activities that assist and support students in their learning. In line with the University vision, teaching at Roehampton should challenge, inspire and support our students as individuals, to grow intellectually, personally and spiritually. Teaching may also include establishing new teaching opportunities, developing new client groups for teaching and may include aspects of consulting, mentoring and similar work with external agencies.
Normal Duties of Academic Staff:
Criteria for promotion to Senior Lecturer:
Criteria for promotion to Principal Lecturer / Reader
Performance at this level means competence in the key areas aspects of teaching which are required for Higher Education Academy registration:
.1 A sound levels of subject knowledge supports learning strategies and materials;
.2 Courses are designed in an effective way appropriate for the subject matter, level, types of students and with explicit aims;
.3 Teaching delivery uses a range of approaches, is stimulating and engages the students with the subject matter;
.4 Support for students' learning is provided through the appropriate use of resources and technology and teaching materials that incorporate recent research;
.5 Assessment of students' work fits with the teaching aims and the material and provides timely and effective feedback that ensures further learning and sets good academic standards;
.6 Teaching is critically evaluated on a regular basis;
.7 Appropriate support for students is provided on their academic achievement and pastoral welfare through tutorials and referral to University support services;
.8 Initial professional development.
Performance at this level means a high level of standards and competence in all aspects of the normal duties (commensurate with a person's teaching duties) and a commitment to continuing professional development. Evidence must demonstrate:
2.1 Programme or module development incorporates recent research developments and thinking within the discipline and uses approaches that enable students to engage with it;
2.2 Evaluate courses/programmes by a variety of methods that have improved the course/programme over a period of time;
2.3 Uses a range of assessment tools to enhance students learning and actively seeks to develop assessment strategies within the subject.
2.4 Creative use of a variety of techniques and approaches fit for purpose in the context of teaching and learning;
2.5 Ability to show a genuine interest in students and to effectively support then by being accessible and approachable
2.6 Shares and promotes good practice in learning and teaching.
Performance will demonstrate significant professional development by:
i. Innovation and leadership in teaching;
ii. Creative developments in teaching and learning which are recognised by one's peers;
iii. Application of cutting-edge knowledge in the development of intellectually challenging learning techniques and materials.
Evidence for such development must demonstrate:
3.1 Successful innovation in teaching and assessment methods, student support strategies, the leadership of school initiatives to improve teaching and evidence of the dissemination of these practices in the University or more widely;
3.2 Excellent teaching attested by range of evidence (e.g.peer observation, feedback, awards/prizes);
3.3 Scholarship in learning and teaching through publications, presentations at conferences, contribution to in-house development.
Criteria for promotion to Professor
This level is marked by achievement in teaching in terms of leadership innovation and dissemination, which are of national eminence and have been sustained over a period of time. This should include:
4.1 Work held in high regard by peers;
4.2 Excellent teaching across a range of levels including Postgraduate teaching, research supervision and research supervision training;
4.3 Educational Leadership demonstrated through activities such as:
- Work with teaching and learning committees;
-Teaching activities have changed a significant element of how the subject is taught or learned;
-Participation in professional activities and research related to the teaching of their discipline;
4.5 Taking a leading role/making a significant contribution to the development of scholarship in the application of the subject through learning and teaching within the institution.
Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p275
2 University of Surrey Roehampton, Integrated Strategy for Human Resources, 2002-2006
3 Griffin R W & R J Ebert (2002) Business- 6th Edition, Prentice Hall- New Jersey, USA, p209
4 Marchington. M & A. Wilkinson (2003) People Management and Development, Human Resource Management at Work,2nd edition, CIPD Enterprise Ltd, London, UK
5 Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p275
6 Mullins. L (1999) Management & Organisational behaviour , 5th edition, Prentice Hall, China,p687
7 Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p275
8 Boddy. D (2002) Management an Introduction ,2nd edition, FT Prentice Hall, Ashford colour press, Gosport, UK, p266
9 Pilbeam. S, & M. Corbridge (2002), People Resourcing : HRM in Practice, 2nd Edition, Financial Times/Prentice Hall, England,
0 Torrington. D & L. Hall (1998) Human Resource Management , 4th edition, Prentice Hall Europe
1 Campbell. D (2001) Organisations and the Business Environment , Scotprint, Oxford, UK, p178
2 Allison. T M (1999) Organizational Barriers to Diversity in the Workplace, Journal of Leisure. Volume: 31. Issue: 1. p78
3 Mullins. L (1999) Management & Organisational behaviour , 5th edition, Prentice Hall, China, p746
4 Campbell. D (2001) Organisations and the Business Environment , Scotprint, Oxford, UK, p185
5 Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p602
6 http://www.personneltoday.com/Articles/2004/11/23/26862/New+IIP+standard+focuses+on+employee+involvement.htm
7 Torrington. D & L. Hall (1998) Human Resource Management , 4th edition, Prentice Hall Europe, p503
8 Martin J. H (1998) Employee Involvement and Market Orientation in a Transition Economy: Importance, Journal of Managerial Issues. Volume: 10. Issue: 4, p485.
9 Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p165
20 Boddy. D (2002) Management an Introduction ,2nd edition, FT Prentice Hall, Ashford colour press, Gosport, UK, p456
21 Torrington. D & L. Hall (1998) Human Resource Management , 4th edition, Prentice Hall Europe, 499
22 http://www.theworkfoundation.com/events/index.jsp#may
23 Griffin R W & R J Ebert (2002) Business, 6th Edition, Prentice Hall- New Jersey, USA, p218
24 Campbell. D (2001) Organisations and the Business Environment , Scotprint, Oxford, UK, p186
25 Torrington. D & L. Hall (1998) Human Resource Management , 4th edition, Prentice Hall Europe, p498
26 Garnet N (January, 1984) The workforce has proved highly co-operative -Financial Times, London, England
27 Torrington. D & L. Hall (1998) Human Resource Management , 4th edition, Prentice Hall Europe, p454
28 Hannagan. T (2002) Management Concept and Practice ,3rd edition, FT Prentice Hall, UK, p298
29 Smith.M.R (2000) Review of Social Economy -On the Use of the Prisoners' Dilemma to Analyze the Relations between Employment Security, Trust and Effort, Volume: 58. Issue: 2, p153.
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