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HRCP Unit 3: Talent and Performance Management PHRi 03 Talent…
HRCP Unit 3: Talent and Performance Management
PHRi 03 Talent Management and Development
Topic 1: Training and Development in the Organization
3.1.4 Assessing Training Needs
Methods for assessing training needs:
Surveys/Questionnaires
Interviews
Performance data (results and appraisals)
Observation/Audits
Tests
Assessment Centers
Focus Groups/Group Discussions
Document Reviews
Advisory Committees
Competency Modeling
3.1.2 Strategic alignment of training and development
Training is a strategic HR activity because it determines the effectiveness and efficiency of an organization
The benefits of training are sometimes overestimated
Training activities do not occur in islolation and are influenced by other HR Functions (staffing, performance evaluation, compensation, and ER)
Strategic issues:
Why should and organization sponsor a training and development program?
What types of training and development should be offered?
Who will be trained?
Who will supply the training and development?
How is training evaluated?
What incentives will motivate the trainees to learn?
The most common method funding method for training is to allcoate a fixed amount each year to the training dept. But it can be decentralized into other operating depts. Or in rare occasions it can be a profit center and the training dept. sell its services
Cost/Benefit Analysis of training:
effectiveness includes direct costs (training salaries, costs of materials, facilities etc.) and indirect costs (lost production time).
Cost per trainee = total cost of training / number of trainees
The benefits
should be evaluated according to how well the training increased productivity, reduced errors, etc.
ROI:
for HR to determine the impact of training, an ROI analysis can take place (annual reporting)
Training in difficult times:
when training budgets are reduced, trainers can make several creative adjustments to provide instruction with less $
3.1.1 Need for training
Training needs:
NEO, training, and retraining
Skills gap:
there are gaps in many basic skills and knowledge areas. Tech advances increase the gap. As a response, companies implement remedial education (somewhat successful)
Illiteracy:
finishing school is no guarantee that students know how to write/read. There's illiteracy, and functional illiteracy (those who cannot read/write enough to function in society)
3.1.3 Systems Model of Training
- ADDIE
Model:
A
ssessment
D
esign
D
evelopment
I
mplementation
E
valuation
Training:
aquisition of specific skills or knowledge to perform particular activities or a specific job
Education:
attempts to provide students with general knowledge that can be applied in many different things
Another distinction is the range of responses (narrow vs. broad)
Two kinds of knowledge:
Explicit (formal) and tacit (empirical)
Topic 2: Principles of Training and Development
3.2.1 Theories of Learning
Learning occurs when practice or experience leads to a relatively permanent change in potential behavior
Consequently, learning theories are also motivation theories (explain the forces that energize, direct, and sustain human behavior)
Classical (respondent or reflexive) conditioning:
consists of pairing a neutral stimulus with a reflexive response (controlled by the autonomic system - blood pressure, salivating, adrelanine secretion). So after repeated pairings the conditioned stimulus (bell) can be paired with an unconditioned stimulus (food) to evoke a conditioned response (salivation)
Operant Conditioning:
focuses on learning voluntary behaviors that are under the control of the muscle system of the body. It involves stimulus-response associations by reinforcing a response in presence of a stimulus (this is learning). Closer approximations can be reinforces as well (shaping or method of successive approximations)
Differences:
Both classical conditioning and operant conditioning are processes that lead to learning.
Classical conditioning
pairs
two stimuli
, while
operant conditioning
pairs
behavior and response
. Also,
classical conditioning
always works with
involuntary responses
, while
operant conditioning
works with
voluntary behaviors
Social Cognitive Theory:
theory of learning based on observational and symbolic learning. Learning is influenced by what is reinforced, either extrinsically or through self-administered reinforcement, in anticipation of future rewards
The
environment
influences individual behavior, but individuals in turn influence their environment through a process called reciprocal determinism
Social cognitive theory emphasizes the importance of
vicarious learning
,
symbolic thinking
, and
self-regulatory process
SCT is especially useful in
leadership and managerial training
as both desirable and undesirable behaviors can be learned through modeling
Self-efficacy
is similar to self-esteem, however self-efficacy is task specific and has 3 dimensions; magnitude (complexity), Strength (confidence), and Generality (general vs. isolated expectations). Four kinds of information cues are:
Enactive Mastery
(most influential), :no_entry: :no_entry:
Vicarious Experience
,
Verbal Persuation
,
Perceptions of one's physiological state
Andragogy (Adult learning theory):
refers to adult training (as opposed to pedagogy). Andragogy is based on the next principles:
Learning is experienced-based
Learning is problem-centered (rahter than content centered)
Learning is enhanced by active participation (with lots of interactions)
Learning is collaborative (rather than authority centered)
Learning requires involvement (both learner and instructor)
3.2.2 Principles of Learning
Design and presentaiton of training programs should be based on both Operant Conditioning and SCT
The following principles of learning are important in designing training programs:
Stimulus: Meaningful Organization of Materials
(stimulus should be easily perceived and meaninffully organized :no_entry: :no_entry:
Response: Practice and Repetiion
(OC, repetition; SCT, mental rehearsal. In
massed
vs.
distributed
pracrice, distributed is better.
Open
vs.
Closed
Settings. Task complexity and organization determines
Whole
, or
Part Training
Motivation: Reinforcement and Active Participation
(human behavior is goal oriented. A blend of intrinsic and extrinsic rewards is needed
Feedback: Knowledge of Results
(intrinsic interest increases when performance feedback is available. Timing is important)
Transfer of training
Occurs when trainees apply the knowledge and skills learned in training to their jobs. No transfer = failed training
3 transfer situations are possible: positive transfer (enhance performance), negative transfer (inhibit performance), and no observable effect
The most serious impediments to effective transfer are: lack of on-the-job reinforcement, interference from the immediate environment, and nonsupportive organizational climate
Participants developing an action plan, minimizes transfer problems
For Plateaus three explanations have been proposed: :no_entry: :no_entry:
Hierarchy-of-habits
Motivation Decline
Unlearning incorrect responses
Forgetting
Passive decay through disuse
(lack of use)
Retroactive inhibition
(new learning interferes with the recall of old learning) :no_entry: :no_entry:
Proactive inhibition
(old learning interferes with the retention of new learning)
Motivated forgetting
(learner wants to forget the information - self-esteem or is no longer used)
3.2.3 Learning
Learning styles:
Visual, Auditory, Kinesthetic
Levels of Learning
Learning Strategies
Topic 3: Training and Development Techniques
3.3.1 Developing Training Objecives
The 1st step in designing a training program is to translate training needs into behavioral objectives
Poor objectives describe conecpts, rather than behaviors
They have to be SMART
Good behavioral objectives
possess
3 basic attributes
:
The objective is described in specific behavioral terms (to... make, construct, adjust, describe, list) :no_entry: :no_entry:
Specifies the standard performance
Specifies the relevant constraints and time limitations for performing the behavior
3.3.2 Tranining Methods and Processes
The training method depends on what is being taught
Skill aquisition
can be described as a
three-phase process
:
1.Declarative knowledge
(understands what is required)
2.Knowledge compilation
(integrate activities and develop a cognitive understanding)
3.Procedural knowledge
(skill has been overlearned)
Rote Learning:
memorize by repetition
Idea learning:
can be done via operant conditioning or SCT (symbolic learning)
Value internalization:
Induction (verbal explanation) and modeling (observe other's behavior)
3.3.3 On-the-job Training Methods
Job-Instruction Training:
most popular method. Explanation + Step-by-Step demonstration :check:
Apprenticeships:
process of having a new worker (apprentice) to work wiith a skilled one
Internships and Assistantships:
refer to occupations that require a higher level of formal education than that required by the skilled trades
Job Rotation and Cross Training:
reserved for managerial and technical occupations
Action learning:
project assignments and committee assignments
Coaching and Counseling:
this is a critical activity for on-the-job training techniques
3.3.4 Off-the-job Training Methods
Independent Study:
self-study (books, MOOCs, TAP)
Corporate Universities:
classes on campus or virtual
Vestibule Training:
on-the-job training in a separate area
Lecture:
traditional teaching method
Case studies:
promote trainees discovery of underlying principles
Conference and Discussions:
forums for learning
Role Playing (and role reversal):
acting as if... Remember Role reversal and Freeze framing
Simulations and business games:
artificial learning environment
Programmed Group Exercices:
involve trainees working together to solve problems
Television and Video:
recordings of all types and formats
Asynchronous Learning Networks:
networks of people designed for anytime, anywhere learning :no_entry: :no_entry:
Computer-based Training:
Computers provide all stimulus.
Programmed instruction
(applies principles of operant conditioning) :no_entry: :no_entry:
Teletraining and e-learning:
learning from a distance
Moile learning:
using the phone
Microlearning:
training in few minutes
3.3.5 On-the-job vs. Off-the-job Training
Off-the-job Techniques
Plus:
removes the learner from the actual job situation, focuses more on learning, less on production, concentrate on new ideas
Minus:
does not provide immediate transfer of training to real job situations
Topic 4: Presenting the Training: Delivery
3.4.1 Facilities Planning
Work station
is the best location for teaching an EE how to perform a task, and maximizes the transfer of training
The disadvantage is the ongoing job pressures, and you can train one person @ a time
Conference rooms does not require traveling, and can train multiple people at a time.
However, people can be distracted by work issues
3.4.2 Training Materials
Manuals
Handouts
Leader Guides
Audio-Visual Materials
Copyright Statutes
Topic 5: Evaluation of Training Effectiveness
3.5.1 Comparaison of Training Techniques
3.5.2 Criteria for Evaluating Training
Reactions:
use a survey for determining how well did the trainees like the program
Learning:
tests and evaluations can determine how much info was retained
Behavior:
this can be assessed by self-report questionnaires, and observations :no_entry: :no_entry:
Results:
what final results were achieved from the training (application objectives, impact objectives, utility analysis-ROI) :no_entry: :no_entry:
3.5.3 Sources of Data
Archive data (HR data content)
Questionnaires and Surveys
Performance tests
Interviews
Simulations
Ratings/Checklists
Critical incidents (accumulated in a EE file)
Observations (careful, it can cause the ee to behave differently)
Performance appraisals
3.5.4 Research Methods for Evaluation
Experimental Designs and Use of Control Groups
Post-test-only design (case study):
data collected after the training program with no standards of comparaison
Pretest-Post-test Comparaisons:
improvements may not be attirbuted to the training program and could be attributed to History, Maturation,
Sensitizing effects of the pretest
, :no_entry: :no_entry: or instrument decay.
Internal Reference Strategy (IRS)
adds relevant and irrelevant questions to evaluate training :no_entry: :no_entry:
Pretest-Post-test Control-Group Design:
this involves 2 groups and experimental and control group, so this helps to understand if the changes can be attributed to the training per se
Post-test-only Control-Group Design:
in this case 2 groups are selected, and the training is presented to 1 group only
Solomon Four-Group Design:
this involves 4 random groups (all post-tested) with only 2 pretested, and one trained, and 2 not pre-tested and one trained :no_entry: :no_entry:
Quasi-Experimental Designs
Time-series Design:
consists on periodically measuring something and introducing an experimental change during the series
Separate-Sample Pretest-Post-test Control-Group Design:
from 2 groups, only one received the experimental change
Evaluating training programs should be built into the original training design with provisions made
2 important issues should be addressed: 1) Criteria of evaluation 2) Research design
Topic 6: Talent Management Programs
3.6.1 Talent Management
TM is a set of integrated activities that include recruiting, selecting, motivating, training, promoting, and retraining people
The :<3: of an effective TM program is active mgmt succession plan
Good TM programs are proactive, rather than reactive
Involvement of senior mgmt is critical
Effective TM programs are integrated with HRIS
3.6.2 Socialization
The socialization Process
Socialization: molding attitudes and behaviors to acceptable standards. When things change, people must be socialized
Alignment between individual and organizational goals, correlates with :smiley:
Three socialization forms are:
NEO
Training programs
(teach job skills, values, and attitudes)
Performance appraisals
(reward or punishment)
Organizational integration:
integrating people by matching their goals and objectives with the organization ones
Rigorous
initiation ceremonies
increase the perceived value of membership
Orgs need to achive a balance between
over-socialization
and
under-socialization
. In the midpoint invividuals display creativity while adhering to the social expectations of the organization
Role transition Process
3.6.3 Orientation and Onboarding
NEO
A NEO can have a positive influence on job expectations and satisfaction (must be carefully designed)
It should start with basic survival knowledge and progress, to more general (less pressing information)
It starts
before the EE is hired
, and should not oversell the org :no_entry: :no_entry:
Initial expectations have profound influence on the behavior and values of new EEs (self-fulfilling prophecies)
A mentor (or sponsor) should be assigned
A massive training experience is not very effective. It helps to: receive written instructions and spread the taining over time (1-2 sessions)
Onboarding
Onboaridng is a systematic approach to fully integrating a new EE
It aims to provide reltaionships, tools, and information necessary to become successful
An EE Onboarding Portal can organize all activities relative to successfully integrating a new EE
Some orgs merge NEO and Onboarding, while others sparate it
Plan for activities in the next set of milestones:
Before the EE's 1st day
On the new EE"s 1st day
During the EE's 1st week
During EE's 1st 90 days
At the EE's 6 months mark
At the EE's 1 year mark
3.6.4 Employee Development
Literacy training:
focuses on basic education
Competency training:
training based on competency models created by the org
Mentoring:
very positive ROI. Mentor should be carefully selected and trained. Careful for overdepenency, mentor resisting freeing the protégé, or :<3:
Attitude change:
intends to change attitudes and behaviors (e.g. diversity training). New information does not create change, unless supported by other forms of reinforcement and encouragement
Personality adjustments:
controversial, intense technique. Some like it, some not, and get offended if attendance is required
3.6.5 Career Planning and Development
The responsability of CP belongs to each individual
Managing one's career has been referred to as
"personal branding"
(built on
reputation;
GTD and
networking;
good relationships and employment contacts)
Advertising one's contributions is best when it is done by other's
Career:
is an invidivual concept (career ≠ profession)
Career ladder:
well-defined career paths
Career lattice:
lateral moves without structure
Career plateau:
occurs when moving up is unlikely (Structural, content, life plateau)
CD:
helping individuals plan their future careers within the org
CD provides
tangible
and
intangibles
benefits
Carefull with
hoarding qualified people
, as creates overqualification, frustration, and obsolecence
Employability training
Emplyability Ttraining:
refers to making oneself employable in the future with multiple firms in spite of dynamic economic forces and evolving demands (VUCA)
VUCA world require people to view themselves as entrepreneurs or subcontractors
3 strategies for enhancing employability:
Managin one's identity
(presenting image of success and competence)
Self-training and networking
(view life as ongoing learning experience)
Voluntary and marginally paid work
(interships and temporary jobs)
Stages of CD
Erikson's Life Stages Model
Working Careers Model
Exploration stage (15-24):
finding and securing an ideal job (high turnover)
Establishment stage (25-44):
strive to create a permanent position within a chosen occupation :check:
Maintenance stage (45-64):
protect themselves and secure their positions (performance vary)
Decline stage (65+):
approach the end of their employment years and enter retirement
Professional Careers Model
Stage 1 - Apprentice: new EEs
Stage 2 - Independent contributor: work on their own
Stage 3 - Mentor: involved in training and directing (particulary in Statge 1)
Stage 4 - Sponsor: makes strategic decisions and shape org's direction
Age and experience are associated with fairly well-accepted expectations about the kinds of activities individuals should be performing
Career counseling:
Some orgs provide it at all stages of EE life cycle
Career pathing:
identifying the sequence of jobs to progress towards higher levels of management
Dual careers:
provide upward mobility without removing people from their technical specialty
Mommy/Daddy track:
flex provided for "career-and-family"
Management Development Programs
Every org should have a succesion plan that identifies replacements for key positions (4x100 relay metaphor)
Assessing Promotion Potential:
assess career interests and promotion potential. Interests should be evaluated as part of the performance reviews. Probability of success can be done via assessement centers, 360 evaluations, or personality and skill inventories
9-box-grid:
Not all who want ot be promoted, have the ability or motivation to succeed. For that matter, the
9-box-grid
can be used. The tool is useful to the extent that effective developmental activities occur
Hierarchy of Managerial Skills:
the knowledge and skills (Technical/professional, Interpersonal relations, Conceptual/Administrative) required to be a good manager are not the same for top managers, middle managers, and FLM
Double-loop learning:
training that focuses on changing manager's assumptions about the value of openness and feedback and making manager's behavior congruent with how they think they behave (
Espoused theories
vs.
Theories-in-use
)
3.6.6 Expatriate Training
Problems of adjustment:
most failures result from familiy problems. Manager and family can positively influence success
Cross-Cultural Training:
language, cultural awareness classes, and briefing on the customs of the region. Also culturegrams, and cultural assimilator
Culture shock:
goes from excitement, disillusionment, to adjustment. Repatriation can be shocking as well
Topic 7: Performance Management
3.7.7 Behaviorally-Based Appraisals Methods: MBO, BARS, BOS
MBOs
Three phases of implementation involved:
Phase 1: focuses on evaluating performance against measurable objectives
Phase 2: programs are integrated into an organization's planning and control process
Phase 3: fully implemented MBO system
Principles of MBO:
1.Goal Setting
2.Delegation
3.Feedback reviews
4.Evaluation
Behavioral Anchored Rating Scales (BARS)
:no_entry: :no_entry:
Scales are described in specific behaviors
Typically developed using critical incidents technique (things that actually happened)
Behavior expectation scales (BES) are based on behaviors the EE could be expected to do
Behavioral Observation Scales (BOS)
:no_entry: :no_entry:
Focuses on frequency of behavior, rather than quality of performance (e.g from Almost Never to Almost Always)
3.7.6 Evaluation Procedures
Classification Procedures:
evaluate an individual's overall performance combining various aspects of individual performance in an overall composite
Rankings
(Straight, Alternate, and Paired Comparison)
Graphic Rating Scales:
two steps are involved 1. Selecting Characteristics 2. Scaling the Characteristics
There's a Rater Ranking type (Rated-ranking + Graphic Rating Scale) :no_entry: :no_entry:
Forced choice:
statements arranged in pairs, and evaluator chooses one
Checklists:
list of behaviors that evaluators use to describe the perfromance of EEs
Narrative Appraisal Mehod - Essays:
free-form essay describing EEs performance
Critical incidents:
stories and anecdotes (can be done via free-form essays) : :no_entry: :no_entry:
3.7.5 Rating Errors
Individual threat
Threat to supervisors
Defining performance
(intangibles)
Halo/Horn effect
:no_entry: :no_entry:
Leniency-strictness effect
Central-tendency effect
(peanut buttering)
Inter-rater reliability
Sequencing effect or contrast error
Zero-sum problem
(match +/-)
Numbers fetish
(focus on #)
Recency and primacy effects
Biased subjective evaluations
(based on impressions)
3.7.4 Criterion Problems
Deficiency
Everything related to the "ultimate success" should be measured and nothing left out
Whatever is measured influences the employee's behavior
Focus on both results and behaviors
Excessive pressure can lead to turnover, dissat
If evaluations are used for compensating use outcomes, if they're used for personal development, focus on behaviors
Contamination
Performance evaluations should be free from contamination
Consider factos outside of EE control (economy, material shortages, poor equipment)
Moral behavior does not coincide wiht organizational effectiveness
HR decisions must be made, and using objective performance evaluations, leads to defensible decisions
Think on the impact of decisions
Do not assume performance data leads to morally justified decisions
Biases
Performance evaluations should be consistent and repeatable (inter-rater reliability)
Most of the problems with performance evaluations are indicative of poor supervisory skills, and can be fixed with proper training
Supervisors dislike evaluating performance since it makes them feel insecure and uncertain
This can lead to inflated ratings
Two best methods for helping supervisors are
role playing
and
behavior modeling
3.7.3 Performance criteria
Deciding what to evaluate os on the most difficult aspects of developing performance-evaluation systems
Dimensions ot Performance
A serious error is to assume performance is unidimensional. Each of these 3 basic tyeps of behavior have to be included in performance appraisals
Attracting and holding people in the organization (turnover, absenteeism, LOS)
Dependable Task Accomplishment (reach minimal levels of quantity and quality of performance)
Organizational Citizenship Behaviors (OCB) (spontaneous and innovative behaviors)
Several sources of data are avilable to reliably measure various aspects of performance:
1. Production data
(quantity and quality of performance data, obsevable and non-observalble)
2. Personnel data
(found in a individual's personnel file)
3. Judgments of Others
(have others provide feedback)
3.7.2 Performance Evaluation
EEs are accountable for their performance
HR Managers are expected to help identifying appropriate performance criteria, acceptable evaluation procedures, and how to evaluate properly
Performance-evaluation programs serve at least 5 functions:
1. Guide HR decisions:
for promotions, selections and terminations
2. Reward and motivate EEs:
both tangible and intangibles
3. Promote personal development:
performance to help improve
4. Identify training needs:
who could benefit from training
5. Integrate HR functions:
provide the basis for integrating HR activities
3.7.1 Performance Management
PM involves all of the HR functions associated with evaluating and rewarding EE performance, and involves 3 processes:
1. Goal setting:
involve mgr and individual, document SMART goals, be flexible, monitor and use Top Down approach
2. Performance Review:
feedback should be continous, against clear and specific goals, ACK and documented, and F2F once a year
3. PIPs:
vehicule for open dialogue and consistent feedback, and protection mechanism
3.7.8 Appraisers
Supervisor Appraisals
(An essential supervisory skill is the ability to evaluate performance)
Peer Appraisals
(effective when certain confitions are met)
Cliente Appraisals
Self-Appraisals
Team Appraisals
(evaluates individual contributions and team accomplishment
360 Degree Appraisals
3.7.9 Appraisals Interview
Can be
enhanced
if:
Evaluators develop their own style so they feel comfortable
Both parties prepare for the interview beforehand
The evaluator should clarify the purpose @ the beginning
Methods:
Sandwich format, problems-and-praise (problem, future improvement, appreciation)
Two separate appraisals:
the
Contributions Appraisal
(Confrontational), :no_entry: :no_entry: and
Personal Development Appraisal
(Supportive)
3.7.10 Linking Appraisals to Employment Decisions
The purpose of evaluations is to provide information for making decisions such:
Pay increases and Incentive Compensation
Personal Development and Training
Disciplinary Actions and Performance Improvement
Promotions
3.7.11 Constraints on Performance Appraisal
A formal evaluation program if a tremendous disadvantage when it is used against a company in a wrongful termination case
Disciplinary actions must match performance reviews
A defensive procedure should satisfy 5 criteria:
Identify objective, job-related criteria
Document performance events
Communicate performance standards
Use reasonable care
Train evaluators
Topic 8: Change Management
3.8.8 Re-energizing the Mature Organization
Orgs evolve through a cycle with a dominant issue that must be faced:
Stage1. Entrepreneurial stage
(develop new product)
Stage2. Collectivity or growth stage
(need for leadership)
Stage3. Formalization or maturity
(need for delegation and control)
Stage4. Elaboration statge
(need to control bureaucracy)
It is unlikely that a mature organization can maintain its size and domination without revitalization (occurs in 5 stages):
1.Restructuring
(downsizing and delayering)
2.Bureacracy "bashing"
(remove inefficiencies)
3.Employee empowerment
(self-directed work teams)
4.Continous improvement
(at all levels)
5.Cultural change
(new mindset)
3.8.7 Learning organizations
Learn or die and the need to respond to challenges
Peter Senge suggests 5 disciplines:
1.Personal Mastery
(what is important and real)
2.Mental models
(Challenge mental models)
3.Building shared vision
(move closer to realizing the vision)
4.Team Learning
(learn faster as a group than wihout it)
5.Systems thinking
(analyse patterns, interdependecies, and complexities)
Five building blocks contribute to creating a learning organization:
1.Systematic problem solving
2.Experimentation
3.Learning from past experience
4.Learning from others
5.Transferring knowledge
3.8.6 Action research model
:no_entry: :no_entry:
3.8.5 Overcoming resistance to change
3.8.4 Theories of change
Kurt Lewin's Force Field Analysis
Change occurs when the forces pushin in onde direction are greater than the forces pushing in the opposite direction
Change occurs in 3 stages:
unfreezing
(need for change),
change
(action-oriented towards new equilibrium), and
refreezing
(solidifies new patterns of behavior)
According to Lewin's force field analysis, managers create planned change by altering the restraining and driving forces
Creating Lasting Change: Dalton Change Model
Most efforts do not produce lasting change
Two percusors of change are a
felt need
(with pain and tension to motivate it), and
support
for it by significant others
The 4 sub-processes are moving from one state, toward an opposite state:
1.Generalized goals - Specific Objectives
2.Former social ties - New relationships
3.Self doubt - Heightened self-esteem
4.External motives for change - Internal motive for change
John Kotter's 8 Step Process for Leading Organizational Change
3.8.3 Targets of change
Individual Personality
Dyad
(two people)
Group
(most popular OD target)
Work Teams
(family groups under a supervisor)
The Entire Organization and its divisions
Organizational Structure
Organizational Strategy
3.8.2 Organizational change
Organizational change is a complex process
Most problems are caused by the interactions of individuals within groups, and between interacting groups
No change is the same
:no_entry: :no_entry:
3.8.1 Change agent role
Change agents act as catalysts for change
Most organizational changes do not produce lasting change
The following 7 factors have been recommended as crucial to the success of a change effort:
1.Having a change sponsor
(Who is responsible)
2.Creating a shared need
(Why change is important)
3.Creating a shared vision
(How will it look like)
4.Mobilizing committment
(Who needs to be involved)
5.Changing systems and strucrures
(How will the change be institutionalized)
6.Monitoring progress
(How will progress and success be measured)
7.Making change last
(How will the change start and last)
3.8.9 Transfer and Diffusion of change
All OD interventions must deal with 2 problems:
1- Transfer-of-training problem:
when people revert back to former behaviors
2- Diffusion:
when change does not spread enough (to adjacent groups) and do not produce complementary changes
Topic 9: Organizational Development Interventions
3.9.1 Interpersonal interventions
Interpersonal interventions are directed toward individual learning, skill building, and personal growth
Coaching and Counseling:
sometimes performance feedback does not provide the HOW TO, so a skilled observer is needed with a fresh look
Sensitivity Training:
unstructured groups discussions F2F (12-15 people) focusing on "here and now", feelings and emotions. It can be instrumented (instrumented T-Group)
Process Consultation:
refers to activities on the part of a consultant that help the cliente perceive, understand, and alter the process occurring in the org. They teach how to diagnose group activities and interpersonal relationships
3.9.2 Group interventions
Gorup dynamics exert an enormous influence on the behavior and attittudes of group memebers
Four of the nost popular group interventions include:
1 Group Diagnostic Meetings:
not to solve problems, but identify and prioritize them. Usually require a facilitator/consultant
2 Team-Building Meetings:
the goal is to build a better functioning team such as better communication, decision making, personal interactions, and problem solving
3 Role Analysis Technique (RAT):
reduces the uncertainty surrounding an EE assignments and responsabilities. Leads to a well-written JD. Two steps, 1 define essential functions, 2 clarifying expectations
4 Responsability Chart:
intervention that helps to clarify who is responsible for which decisions and actions. Step 1, construct a matrix (members + actions), Step 2, determine each role (R, A-V, S, I)
3.9.3 Intergroup interventions
Finding a Common Enemy:
find an outside object/group that both groups dislike so they coordinate efforts
Joint Activities:
forces groups to interact and communicate with each other (and requires cooperation)
Rotating Membership:
move members from one group to another to gain new perspectives. Group memberships influences attitudes
Conflict Resolution Meetings:
bring groups together to share feelings and to engage in joint problem solving
Step1. bring leaders together to gain committment and cooperation
Step2. two groups meet alone to develop (feelings and what others say
Step3. groups share lists (clarification only, no justifications)
Step4. groups move toward a joing problem-solving session
3.9.4 Organizational interventions
Structural change
The easiest way to change an org is to alter its structure
These changes often have a permanent impact on individual behavior and organizational functioning
They come as a result of problem solving or action planning of other OD interventions (or unilateral decisions)
Knowledge Management Programs
Help members of a company share relevant information among external/internal sources ongoingly
There are various strategies: low tech, high tech, and very sophisticated ones (KM approach)
The greatest challenge of KM programs is motivating EEs to share their knowledge
Survey Feedback
It consists on administering a survey and reporting back to members of the org, to analyze results, and design corrective actions
During the feedback session, groups engage in problem-solving activities
Success depends on: 1. committment of members 2. top management support and open environment
Quality and Performance Management - TQM
The purpose of TQM is to reduce errors to 0 and improve quality service
Two influential contributors are W. Edwards Deming (14-point philosophy) and Philip Crosby (zero-defects approach through statistical process control)
Common elements are:
Performance Planning- Identifying Goals and Desired Behaviors:
doing things right the 1st time, CI, response to customer's interests
Setting and Communicating Perfromance Standards:
error-free, total quality aligned with customer's interests, small incremental improvements
Measuring Results and Providing Feedback:
Statistical Process Control (SPC) focuses on data measurements
Implementing Performance Improvement Strategies
Evaluating Results:
benchmarking
An OD intervention is a set of structured activities designed to improve some aspect of organizational functioning
Topic 10: Employee Retention
3.10.1 Measuring retention
Retention rate represents the proportion of EEs who remain employed during a period of time
Types:
New-Hire retention rate
High-performer retention rate
Department retention rate
Job-Class retention rate
3.10.2 Turnover
Turnover rate includes all EEs who left the Org during a preiod of time regardless of when they were hired
The BNA formula discards those who have been laid off
Turnover rates appear to be inversely related to company size (Small company/High turnover)
Types:
Voluntary turnover rate
Involuntary turnover rate
Regrettable turnover rate
Non-regrettable turnover rate
Controllable turnover rate
Uncontrollable turnover rate
The two key variables for turnover are: job dissatisfaction and economic conditions. Family stability is another factor
Turnover is expensive and costs can be broken into 4 major categories:
Separation costs
Replacement costs
Training costs
Lost performance
3.10.3 Retention strategies
Maintaining a zero turnover rate is inrelaistic and undesirable
To reduce turnover caused by dissatisfaction, companies have created stay surveys (administered anonymously by HR or Supervsors)
Other strategies are:
Recruitment
Selection
NEO and Onboarding
Training and Development
Career development
Job design
Compensation
Benefits
Flexible Work
Recognition
Supervisor training
Retirement
It is the best org's interest to keep EEs for as long as they're productive and producing quality work
Replacing EEs is expensive and disruptive, so EE retention should be a
major focus
for HR
