7_hrm interventions_1

Semester 4Organization Development

Human Resource Management Interventions – Lesson 1Presented by

Dr. Prabath Karunanayake MBBS, MBA in HRM, PGDipPsych, PGDipOHS

Director HR, China Harbour Engineering CompanyLead Consultant, Prabath Karunanayake Associates

[email protected]/prabath2014

Cummings & Worley, 9e (c) 2009 South-Western College Publishing

MASTERS INHUMAN RESOURCE

MANAGEMENT

mailto:[email protected]

http://www.facebook.com/prabath2014

Lesson plan

• Performance management• Coaching and mentoring• Soft skills training interventions• Activity – Managing problem people through

coaching• Employee motivation and engagement

interventions• Career planning and development• Leadership development• Activity – Your dream careerCummings & Worley, 9e (c) 2009

South-Western College Publishing


Performance ManagementBusiness strategy

Em

ploy

ee

invo

lvem

ent

Workplace

technology

Individual and group

performance

Goal

setting

Reward systems

Perform

ance

appraisal


Goal setting

• Involves managers and subordinates in jointly establishing and clarifying employee goals

• Can affect performance in several ways:– Influence what people think and do– Energize behaviour– Motivate people to put forth effort– Prompt persistence of effort


Effective Goals

• Goals are Challenging– Challenging but realistic– Goals are set participatively

• Goals are Clear– Goals are specific and operationally defined– Resources for goal achievement are negotiated

SMART GOALS


Application of goal setting

• Diagnosis– Job and contextual factors (strategy, technology

and employee involvement)

• Preparation for goal setting• Setting of goals and goal measurements• Review


Performance appraisal

• A feedback system that involves the direct evaluation of individual or work-group performance by a supervisor, manager or peer (or even subordinate)

• Important link between goal setting and reward systems

• Organizations do a poor job appraising employees


Performance appraisal elementsElements Traditional view New view

Purpose Organizational, legal Fragmented

Developmental Integrative

Appraiser Supervisor or manager

Appraisee, co-workers, and others

Role of appraisee

Passive recipient Active participant

Measurement Subjective Concerned with

validity

Objective and subjective

Timing Period, fixed, administratively driven

Dynamic, timely, employee- or work-driven


Application of performance appraisal

• Select the appropriate stakeholders• Diagnose the current situation• Establish the system’s purposes and objectives• Design the performance appraisal system• Experiment with implementation• Evaluate and monitor the system


Effective Appraisal Systems

• Timely• Accurate• Accepted by the users• Understood• Focused on critical control points (e.g. cost vs.

quality)• Economically feasible


Reward systems

• Powerful incentives for improving employee and work-group performance

• Two types:– Intrinsic rewards

• Enriched job, opportunities for decision making

– Extrinsic rewards• Pay, incentives and bonuses, stock options, promotions,

benefits


Effective Reward Systems

• Availability• Timeliness• Performance Contingency (i.e. linked to level

of performance)• Durability (intrinsic rewards lasts longer)• Equity (external, internal, individual,

input/output)• Visibility


Coaching

• A form of conversation with unspoken ground rules of certain qualities that must be present: respect, openness, compassion, and rigor (Whitworth et al., 1998)

• Unlocking people’s potential to maximize their own performance and helping them to learn rather than teaching them (Whitmore, 1992)


• Coaching has two main facets:– Performance focused, which means that it is concerned

with helping individuals perform tasks to the best of their ability

– Person-centered, which means that the individuals being coached are seen to have the important insights

• Coaching is about drawing OUT not putting IN• By using coaching, we can tap into the huge reserves

of talent and potential which lay dormant in most people


When to use coaching

• Performance coaching• Succession planning and grooming• Leadership team development• Interpersonal skills development• Business etiquette grooming• Promotion support• Transition management• Conflict resolution• Stress management

AIMSHelp to make sense of their aims and to encourage

them to commit to a

course of action

REALITYHelp to

understand the reality of their current situation and to think about

the starting point

REFLECTION

Help to consider what

has been discovered so

far and see the gap

between aims and reality

OPTIONSHelp to think

through various

options for dealing with issues and

moving forward

WAY FORWARDHelp to turn thought into action and generating

commitment for moving

forwardCummings & Worley, 9e (c) 2009 South-Western College Publishing

Coaching ARROW

GROW Model

GOALWhat do you want?

Establish clarity for the session and the

objectives

REALITYWhere are you now?

Describe and examine the current

status

WAY FORWARDWhat are the steps?

Commit to actions in order to move

towards the goal

OPTIONSWhat are the options?

Explore all possible solutions and make

choicesCummings & Worley, 9e (c) 2009 South-Western College Publishing

Three Stage Model

SEE

SAY

DO

CONNECTTo build trust, intimacy

CONTRACTTo agree agenda, ground

rules

CLARIFYTo discern goal, roadblocks

CHALLENGETo reframe world

meanings, mental state

CO-CREATETo determine best options,

game plan

CLOSETo evaluate outcomes,

goal alignment

CHECKTo share performance,

progress

CONTINUETo pro-act de-motivators,

motivators

CHANGETo install right behaviour,

right mind set

COMMITTo seal accountability,

ownership



Soft skills development

• Soft skills defined– Skills, abilities and traits that pertain to

personality, attitude and behavior

• As opposed to technical skills• WHO / UNICEF identified ten essential soft

skills (termed as ‘Essential life skills’)


Importance of soft skills

• Output from education institutes are criticized as having their heads full of theories, concepts and principles but graduates are often ill-equipped to deal with real life situations

• ‘Soft skills are a lot harder to teach in the world of work‘

• Currently, people management skills are placed higher than strategic management skills and process management


Two domains of soft skills

Intrapersonal(motivational)

Interpersonal(interactive)

Overt and covert behaviour leading to success or failure


Intrapersonal soft skills

• Planning/ organizing• Taking initiative• Problem solving• Showing enthusiasm• Stress tolerance• Dependability• Creative thinking and innovation• Time management• Willingness to learn


Interpersonal soft skills

• Team work• Relationship-building• Adaptability• Written and oral communication • Friendliness• Attire• Grooming


Soft skills training methods

Osmosis model

Learning Centre model

Expect employees to acquire soft skills while or doing the jobExpect employees to acquire soft skills while or doing the job

Centralized support service providing generic skills, operating outside technical training

Centralized support service providing generic skills, operating outside technical training

Integrated model Skills taught within an integrated training moduleSkills taught within an integrated training module

Embedded modelHighest level of integration, skills taught within the context of day-to-day operations

Highest level of integration, skills taught within the context of day-to-day operations

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