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T3: HRD needs investigation (HRDNI) (Ch5/6/7) ((Seeks answers to these…
T3: HRD needs investigation (HRDNI) (Ch5/6/7)
Organisational awareness stages: (p.130)
Investigation (p.132)
Limitations (p.143)
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Organisational politics
Organisational defence mechanisms
Espoused theory v theory-in-action
The investigation plan must consider: (p.139)
Operational base
Authority base
Time frames
Key role players, including seemingly fringe players
Methods
Other sources of information
Data analysis (p.135)
Learning outcomes (p.138)
More suited to 'Communicative' and 'Emancipatory' learning
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Competencies (p.136)
Learning objectives (p.135)
Three components:
Conditions
Terminal behaviour statement
Standards
More suited to 'Instrumental learning'
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Data gathering (p.132)
Selection (p.140)
Method advantages and disadvantages see Table 5.2 (p.141)
Ensure selection of several methods that counter each others weaknesses
Methods:
Interviewing
Job analysis
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Performance appraisal
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Critical incident technique (CIT) - what are the critical elements of the task? (p.135)
Assessment centres (p.135)
Strategic orientation
Observation (p.134)
Organisational records (p.133)
Surveys
Focus groups
Surveillance - constant scanning for signs of HRD needs (p.130)
Internal environment (p.131)
Manager observations
Quality control system
Performance appraisal system
Safety reports
Staff turnover and sick leave
Financial system
External environment (p.130)
Emergent strategic plan (shadow)
Intended strategic plan (legitimate)
Seeks answers to these topics: (p.129)
The context and organisational politics - complications?
The resources needed - with what?
The content and learning objectives - what? and why?
The population - who?
Three focus levels: (p.129)
The organisation
The person
The task
CAUTION
: A general needs analysis of the organisation needs to be carried out first to identify if there is an HRD need (p.128)
HRDNI report - elements to include (p.144)
2 readings
Categories: (p.128)
Pro-active analysis - future focus but in the shadow system
Performance deficiency - the 'performance-gap'
Democratic preference - identified by the learned
Diagnostic audit - future focus within the legitimate system
Interviewing and focus groups expanded (Ch7)
Analysing qualitative data (p.216)
From coding to written report (p.218)
Content analysis steps (p.217)
Focus groups (p.209)
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Task and maintenance rolls (p.214)
Facilitation consideration (p.212)
Structural considerations (p.210)
Interviewing (p.192)
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Three levels of interviewing (p.209)
Content
Executive
Process
Semi-structured
five-step model
(p.208)
Structured ~ Unstructured continuum (p.206)
Six factors of well-designed interview (p.193)
Nonverbal behaviour (p.205)
SOLER system - Egan 2002
R - Relax
S - Square on
E - Eye contact
L - Lean forward
O - Open posture
Both interviewer and 'ee
Probing (p.201)
Paraphrasing (p.200)
Including
reflection of feeling
Pattern of interview
Stage 4. Exit investment time (p.197)
Stage 3. Intimacy - relevant to unstructured (p.197)
Stage 2. Activity #2 (p.196)
Stage 1. Entrance investment time (p.194)
See Fig 7.1 (p.194)
Questioning (p.198)
Combination - funnel sequence (p.199)
Closed questions (p.199)
Open questions:
stem-plus-query design
(p.198)
Listening (p.198)
Qualitative research (p.188)
Scientific base - twin pillars (p.188)
Hard to achieve these high standards in qualitative research, however there are measures to take, see (p.188-9)
Replicability
Accuracy
Sampling options (p.190) - including 'slice group' (p.191)
Methods expanded (Ch6)
Connection of all back to knowledge creation and maintenance (p.182)
Career management (p.173)
Life-cycle
model
(p.180)
Happenstance
theory
(p.179)
Risk taking
Optimism
Flexibility
Persistence
Curiosity
Career anchors - 8 types (p.177)
Career development (p.177)
Career development (p.176)
Considers employee mobility, physical and psychological (p.176)
Emerging career models, e.g. protean/boundaryless (p.175)
Considers all types of employees
Needs to offer org flexibility
Feedback - 3 approaches (p.169)
Problem solving
Tell-and-listen
Tell-and-sell
Comparison (p.164)
Visual records eg (p.165)
Objective approaches (p.166)
See Fig 6.6 example (p.168)
BARS - Behaviourally anchored rating scale
Graphic rating scale
Observations (p.162)
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Role
theory
basis of 360 degree (p.164)
Who should be observing (p.163)
What should be observed (p.163) - (CIT mentioned)
Job analysis (p.157)
Job analysis outputs clarify the 'predetermined standards' so they are not unconscious and hidden (p.162)
Outputs documents: (p.159)
Together these form an 'open system' (p.161)
Inputs: job specs
Outputs: Performance indicators
Throughputs: duties
Job specification (p.161)
Abilities
Skills
Knowledge
Job description (p.159)
Structural information and summary
Performance indicators
Tasks and duties
Purposes see Fig 6.2 (p.158)
Questions to answer: (p.158)
What are the outputs/outcomes of these task and duties?
What are the tasks and duties of this role?
Stages: (p.158)
Data gathering
Document creation
Performance appraisal (p.153)
The trust relationship (p.154)
Conflict
Communication
Trust
8 principles
of a successful appraisal system: (p.156)
Recognising action plans must be inputs of development program
Create an action plan
Action through feedback
Realistic comparisons between data and standards
Appropriate observations methods
Clear standard of performance
Cascade process, top down appraisals
Recognition of the two types of appraisal
Types must both be performed and performed seperately
Developmental
Lead to 'action plan' (p.171)
Appraiser is in role of helper/coach
Future focused to identify and plan development needs
Administrative
Appraiser is in role of judge
Some aspects may contribute to the development plan
Salary decisons
Retrenchment and succession planning
Promotion decisions
Appraisal is a natural, everyday process: (p.153)
Make appraisals all day as we make conscious and unconscious decisions, e.g. what food to eat
Four stages:
Have a predetermined standard
Observe an event or object
Compare observed to predetermined standard
Take action
A 'subsystem' of performance management
Desired outcomes:
Be free from error
De a basis of HRDNI
Be cost effective
Make comparisons between individuals
Encourage the development of staff
Be a basis of evaluation
Forms part of HRDNI, but also, design, implementation and evaluation (p.155)