Chris Jarvis 1 Staff Development Approaches, Skills and Issues.
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Transcript of Chris Jarvis 1 Staff Development Approaches, Skills and Issues.
Chris Jarvis 1
Staff Development
Staff DevelopmentApproaches, Skills and Issues
Chris Jarvis 2
Staff Development
Training, Education and Development
Training Skills, knowledge, the "affective" – attitudes, values and beliefs.
Education Institutional process includes qualifications up to & incl. degrees. Major contributor to personal development. Direct & indirect enhancement of knowledge, ability, character, culture, aspiration & achievement.
DevelopmentPrimary process - positive or negative. Individual (& organisation?) adaptation to achieve potential. Become more complex, elaborate, settled, aware, differentiated & autonomous
Chris Jarvis 3
Staff Development
What training?
Operational competence aggregate of knowledge, understanding, skill & personal orientation in a situation at a standard or level of performance.
Product, service, procedural and system know-how
Task and situation specific Reduced, double-sided and stapled photocopying Return of goods procedure Advanced Powerpoint Skills Recruitment interviewing Gall-stone removal Desert survival Aircraft emergency landing New policy on patient care
Open and closed competencies + pre- and co-requisites
Open and closed competencies + pre- and co-requisites
Chris Jarvis 4
Staff Development
Education?
Open capacities – may include task specific?
knowledge, wisdom, skill (physical, conceptual, procedural, social) & personal orientation
analysis + problem solving bridging concept and practice
standards/level of performance?
levels of product, service, procedural and system know-how?
Scientific/philosophical rigourCritical evaluationComplex synthesis
Analytical explanationTechnical application
Contextual understandingDescriptive knowledge
and categorisation
3Rs and access to learning
3Rs and access to learning
Chris Jarvis 5
Staff Development
What education - 2
National curriculum and school/university quality
Education for citizenship
occupational success
personal development and life
School, college, university, community/adult
Life long learning
Public attitudes about the value of education
Government, employer and individual responsibility for education
Chris Jarvis 6
Staff Development
Training policy & programmes
recruitment,
redundancies
redeployment
Mission
Staffing plan
Skills audit
Performance review
Development action
Demand for skills
Data for audit
Data to integrate individual & organisational needs
Know-how for competitive advantage & performance
Skill gaps
Developmentneeds
Current performance
Improved capability, competence + motivation
Training, seminars, delegation, coaching, private study, day release, learning company, IIP
Business Strategy & Training
Chris Jarvis 7
Staff Development
Business Training development
Programme and task focused learning
Developmental needs of employees (group + individual)
Technical and management development
Self-managed learning & career management
Learning organisations/knowledge management
Culture and its role in organisations – HRM levers for change, in particular, shifts in attitudes and beliefs (as well as behaviour)
Chris Jarvis 8
Staff Development
Programmes & Interventions
New recruits induction to firm & job, familiarisation comprehensive job training
Develop & up-date know-how for “live” situations. Technical: product, procedure & specialism training
Social skills e.g. handling demanding situations
Corporate training for all e.g. for ISO9000 or new policy
Supervisory & management training from leadership to corporate analysis, change & Action learning
Sales training
Customer, dealer & supplier training
Face-to-face vs. package training - from manuals to CBL
Corporate education e.g. to counter institutional racism?
Company University - Ford, McDonalds, LotusU?
Chris Jarvis 9
Staff Development
Organisational Expectations
FE & HE preparation to enable new technology & empower
adapt & learn new skills, continuous occupational development
Learning for CQI, flexibility, multi-skilling & shifts in management style
Empowerment Flatter project/team structures.
less supervision, set own objectives, self monitoring and corrective action
Manage interfaces & delight customers - external & internal
Chris Jarvis 10
Staff Development
Disappointment with “Training Services and Schemes”
Much talk, expenditure & effort in training
Many initiatives and events
Evidence of outcomes and value for money: from training events, coaching, secondments, learning from experience (success & failure) & role models.
Yet, T&D strategies often disappoint. Why?
What determines & influences training effectiveness?
How do training needs become apparent?
What factors hinder/help investment in T&D?
Training as a strategic issue?
Chris Jarvis 11
Staff Development
Whose is served?
The individual
Well placed (job demands + aspirations) to evaluate development needs (SWOT)? But is time & effort invested? Perception of“market” gaps, demands, relevance, support & learning opportunities?
Training Sponsors
Top managers (“lack of know-how is jeopardising performance”)? Line Managers? HRD specialists who speak for T&D activity? Employer attitudes to training. Voluntarism.
Institutional and Market factors? Civic, intellectual & cultural factors. Workforce competencies &
international comparisons. Industrial re-structuring.
Chris Jarvis 12
Staff Development
Staff Development Strategies
• Laissez-faire - little or no training, buy-in.
• Training for workforce maintenance: induction, product,
policy/procedure
• Off-the-job training vs. on-the-job
• Staff appraisal, coaching & mentoring
• Central training vs. devolved
• Recognising, valuing & accrediting “competencies” (NVQs)
• Learning Company model. Investors in People
• Supported self-organised learning, Life-Long Learning & CPD
Chris Jarvis 13
Staff Development
Apply Legge‘s critical analysis framework to HRD.
Karen Legge: HRM Rhetorics & Realities 1995
Chris Jarvis 14
Staff Development
Forecast, plan, organise, direct & control.
Strategic analysis, choice and implementation of programmes
Maintainer-Instructor
Reactive + provider of T&D within existing brief, structure & culture
Change Agent (Facilitator)
Proactive + consultancy. Define problems.
Facilitate organisational & individual learning, innovation & cultural change.
Role in transition?
from provider to change agent
in-house or outsourced
Training Manager - Service provider or change agent?
Chris Jarvis 15
Staff Development
Analysing training needs?
Blanket/Comprehensive or Selective Who does it?
Define needs, objectives, frequency, difficulty, performance standards & measurements
Brief/train all according to level.
Job curriculums - ALL or SOME job facets: skills, knowledge & attitudes for tasks/situations
New legislation, strategy/policy drive.
Identify key tasks and problems/difficulties competencies to handle it. learner involvement + individual & group needs best learning approach, training media & methods
Is a training solution vital for performance?
Self-organised learning: opportunity or cop-out?
Chris Jarvis 16
Staff Development
Competence, Experience & the Job
a composite of knowledge & behaviour/skill comprising ability to do something to a defined level in a performance situation
Existing staff may be competent or less than competent.
Perceived gaps in mastery of performance.
The organisation may urge enhanced competence.
Can the organisation reward enhanced competence?
Chris Jarvis 17
Staff Development
Pre-requisite (Foundation) competencies
For
A trainee airline cabin crew member?
midwife?
bought ledger clerk?
marketing assistant manning a stand at the Ideal Homes Exhibition?
new CEO for Rail-Track?
Chris Jarvis 18
Staff Development
General Model for Training Interventions
Learningneeds &
outcomes- individual
& group
TrainingContent
Methods of delivery,
learning opps & materials
Programmeand
implementation
Learnerson
completion
Assessment & test criteria - validity, reliability & utility
Organisational & trainee feedback
Environment of changeLearning for knowledge, competence & creativity
•Return to job•Transfer of learning to performance•Has training solved the problem?
SymptomsLearning Contract
Chris Jarvis 19
Staff Development
How do we measure learning - degree of behaviour change?
Compare - performance & progress between individuals
Against established norms or standard levels of performance/progress for specific applications
Assess/test- individual progress & performance
Chris Jarvis 20
Staff Development
Generic, Core/Key Skills (Open capacities )
transferable across jobs/or tasks awareness, investigation, observation/reflection, analysis & learning
decision-making/problem-solving, creativity & evaluation
communication & social skills, interacting/working with others, influencing
numerical & information oriented skills plus IT abilities
Critical success factor competences
Occupational competencies (NVQ)
Boyatzis : threshold competencies & clusters for management
Kolb : learning to learn and the experiential learning cycle
Chris Jarvis 21
Staff Development
Boyatsis - Seven Threshold Competencies
Use of unilateral power - forms of influence to gain compliance
Accurate self-assessment - realistic/grounded view of self, strengths & weaknesses/limitations
Positive regard - basic belief/optimistic in others
Spontaneity - free/easy self-expression.
Logical thought - orderly, sequential, systematic
Specialised knowledge - usable facts, frameworks, models
Developing others - helping, coach, feedback skills, facilitating, supporting
(1982, The Competent Manager, Wiley)(1982, The Competent Manager, Wiley)
Chris Jarvis 22
Staff Development
Boyatzis - Clusters of Mgt Competence
Goal & action management cluster concern with impact, diagnostic use of concepts,
efficiency orientation, proactivity
Leadership conceptualisation, self-confidence, oral presentation
HRM use of socialised power, managing group processes
Focus on other clusters perceptual objectivity, self control, stamina & adaptability
Directing subordinates Threshold competencies - developing others, spontaneity, use of
unilateral power
Chris Jarvis 23
Staff Development
Kolb Experiential Learning Cycle
ConcreteExperience(Activist)
ReflectiveObservation(Reflector)
AbstractConceptualisation
(Theorist)
Active Experimentation
(Pragmatist)
LEARNINGCYCLE
D Kolb, Rubin & McIntyreOrganisational Psychology, Addison Wesley
A useful model forpersonal awareness and development
A useful model forpersonal awareness and development
Chris Jarvis 24
Staff Development
Successes/Failures of Training & Educational Interventions
Pre 1964. Collapse of apprenticeships
1964 Industrial Training Act and ITBs
CATs and Polytechnics
BTEC and City and Guilds
From 1972 onwards – the marginalisation of ITBs. Abolished 1982
Manpower Services Commission. YOPs and TOPs
Training Services Agency
National Curriculum
Local management of schools
Expansion of university education – from Polys to Universities
National Vocational Qualifications
Investors in People
Fees for Higher Education, education loans and training credits
Chris Jarvis 25
Staff Development
Investors in People: National voluntarism
top level, commitment to develop all employees to achieve business objectives
regular review of T&D needs of all staff
action to train & develop individuals on recruitment + throughout employment
evaluate T&D to assess achievement & improve future effectiveness
•written plan: business goals/targets, how employees will contribute, assess needs etc. Identify T&D resources
• agree T&D needs with each employee. Link to NVQ if poss. Action: train new recruits & improve skills of existing staff
•Review investment, competence & commitment of employees & skills learnt against business plan + at all levels
•T&D effectiveness reviewed by top level renewed commitment & targets
accreditation to promote Er-led, quality, effective staff developmentaccreditation to promote Er-led, quality, effective staff development
Chris Jarvis 26
Staff Development
National Vocational Qualifications
1986: desire for a skilled, flexible workforce ›› ›› NCVQ + NVQs based on
National Occupational Standards = performance standards developed by employer-led NTOs
what competent people in the occupation are expected to be able to do
main aspects of an occupation
best practice & ability to adapt
knowledge-base underpinning competent performance.
GNVQs in schools (but A Level "gold standard")
1997 NCVQ merged with the School Curriculum & Assessment Authority (SCAA) ›› ›› Qualifications & Curriculum Authority (QCA).
Remit: pre-school learning, national curriculum and tests, GCSEs, A-levels, GNVQs, NVQs, higher level vocational qualifications.
Chris Jarvis 27
Staff Development
Underpinning principles - NVQ Approach
Open access. No artificial barriers to training
Focus on what people CAN DO > learning for qualifications (process & time) + APL
uniform standards (devised by industry lead bodies) - no rival qualifications.
flexibility & modularisation + a learning contract
assessment principles - portfolio & work-based (demos at work or simulations).
Time to complete. Criteria = “currency”.
assessment by qualified (NVQ’d) assessor
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Staff Development
Differing Views on NVQs
“Enormous potential for the health of the nation & the creation of a learning society”.
Sue Slipman, a lead body representative, 1995
“A disaster of epic proportion”Prof. Ian Smithers, Brunel University,
Channel 4 documentary, 1993
Chris Jarvis 29
Staff Development
Tesco Implementation of NVQs
flatter, lean, flexible organisation
line managers as assessors. Store managers internal verifiers
every line manager is responsible for structured training & assessment + involved with NVQs
improved performance through pay links
integration of needs of individual with needs of organisation
staff development through accreditation of higher competence
Chris Jarvis 30
Staff Development
Tesco NVQ Policy - Perceived Benefits
ideal training for a retail organisation?
training assessed internally by line managers & at store level
high performances from staff?
less absenteeism, increased motivation & improved general staff moral
reduced labour turnover
career progression for staff - helps with selection of core staff
customers benefit from improved quality standards & services
IIP kite mark
Chris Jarvis 31
Staff Development
Criticisms of National NVQ Strategy
Not market-led - under-represented in mgt, professions, financial, technical & international
Shift from “learning” to assessment (laborious process)
Bureaucracy, evidence portfolio, charting, assessment of each unit/element
Employers want local tailored NVQs ---> challenges validity of “national model” & generality of standards
Assessment standard depends on assessor supply/quality. Institutional HE antipathy to “training agenda”“technically equipped but intellectually incapable (underpinning ideas)”
Low take-up. Growth at Levels 1/2, none at Level 3, fall at Levels 4/5. Traditional vocational awards outstrip NVQs by wide margin esp. at higher levels.
TEC funding linked to NVQ take-up. TECs disappear.
Chris Jarvis 32
Staff Development
HRM and ingredients of a “Learning Organisation”
• Adopt a Learning Approach to Strategy
• Participative Policy Making
• Informating (Information Systems)
• Formative accounting
• Internal Exchange (Client-Server relationships)
• Reward Flexibility
• Roles and flexible, matrix structures
• Boundary workers as intelligence agents
• Company-to-company learning
• Learning climate
• Self-development opportunities for all
Pedler et alThe Learning Company
SengeThe Fifth Discipline
Pedler et alThe Learning Company
SengeThe Fifth Discipline
Chris Jarvis 33
Staff Development
Training & Rewards - Issues
Best practice in a learning organisation
Integration with “appraisal and rewards strategy”.
Locals + cosmopolitans (Gouldner) & market mobility
Investors in People Good training …more pay, less pay? Increments for qualifications?
Certification as a job requirement.
Selling job competence. Strong CV. Career progression, job change, employee independence & life long learning
Who pays? Should the leaver reimburse the employer who has just paid £2500 for their training?
CPD stress - compulsory, evidence-based continuous “professional” up-dating
Chris Jarvis 34
Staff Development
Reading
Buchanan and Huczynski - Chapters 5: Learning 17: Organisational Development
Mabey and Salaman Chapters 10: Learning Organisations 11: Promoting Learning in Organisations 12: Managing the Process of Training and Development
BOLA:
http://sol.brunel.ac.uk/bola/training/