Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.1 To survive in the global economy, organisations must: be flexible be competitive be innovative keep up with technological developments focus on quality be customer-orientated continuously improve

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.2 Recent organisational responses total quality management multiskilling the learning organisation business process re-engineering knowledge management team-working recognition of human capital

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.3 These organisational responses involve: new tasks new skills new knowledge new ways of working new roles new relationships new attitudes

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.4 Hence employees must: be prepared to change, undertake new tasks, learn new skills be flexible be able to work without prior experience, clear guidelines, close supervision challenge traditional ways of thinking and working think and work ‘outside the box’

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.5 The outcomes of learning knowledge skill competence ‘know-how’ and tacit knowledge attitudes employability

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.6 Theories of the process of learning behaviourist cognitive information-processing

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.7 Elements in the process of learning feedback/knowledge of results choice of whole or part learning memory

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.8 Fitt’s stages of skills acquisition cognitive associative autonomous

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.9 Dreyfus et al.’s model of skills acquisition stage 1 - novice stage 2 - advanced beginner stage 3 - competent stage 4 - proficient stage 5 - expert

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.10 Bloom et al.’s classification of skills knowledge comprehension application analysis synthesis evaluation

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.11 Kolb’s learning cycle concrete experience reflective observation abstract conceptualisation active experimentation

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.12 Honey and Mumford’s learning styles activist reflector theorist pragmatist

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.13 Figure 8.1 The Lancaster model of the learning cycle Source: Binsted (1980). Reproduced with permission of MCB University Press Ltd.

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.14 Barriers to learning: within the individual ineffective learning skills/style poor communication skills anxiety lack of confidence unwillingness to take risks fear or insecurity

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.15 Barriers to learning: within the organisation lack of learning opportunities unsupportive boss/lack of support unsupportive organisational culture lack of resources lack of trainer/coach/mentor lack of time/inappropriate time inappropriate place

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.16 Positivist understanding of individual development there is a universal, normative pattern of development the environment is objective, orderly, stable These assumptions lead to definitions of development in terms of sequential phases or stages, each with its own developmental task.

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.17 Alternative approaches to development recognition of individual’s subjective experiences significance of individual’s context Hence focus on individual cases, recognition of the impossibility of generalising

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.18 Defining career The experience of continuity and coherence as an individual moves through time and social space. the ‘objective career’ - observable movements through organisations and society the ‘subjective career’ - the individual’s interpretations of those movements

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.19 Stakeholders in the concept of career individuals employers career counsellors intermediaries, such as employment agencies the government society at large

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.20 Classification of theories of career according to focus on: factors external to the individual factors internal to the individual interaction of internal and external factors interpretative and social constructionist perspectives

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.21 Kanter’s forms of career bureaucratic (advancement; security) professional (craft, skill, reputation; recognition in marketplace) entrepreneurial (‘creation of new value or organisational capacity’; ‘have only what they grow’)

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.22 Morgan’s holographic organisation building the whole into the parts redundancy requisite variety minimum critical specification learning to learn

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.23 Requirements for effective mentoring characteristics of mentor characteristics of protégé relationship between them mentoring activities

Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.24 Training adults (Belbin and Belbin) reduce anxiety and tension in learner create an adult atmosphere arrange the schedule correct errors address individual differences follow-up after training