1. LECTURE 24 KMS3064

2. SHARING SESSION Post the responses to the discussion task last Thursday and circulate to find out what your course mates have written. Ask for clarifications, if necessary. Those answering the same question should post their responses at the same place.

3. Q1 What are the challenges for employers in managing a diverse workforce where people are not always employed 9 to 5, they may not be located at a ‘company office’ and they may not have the same contractual relationship with the organisation?

4. Q2 Given that employers continue to report skills shortages in many occupations, is there a mismatch between the qualifications of the workforce and the expectations of employers?

5. Q3 What are the challenges involved in managing employees whose qualifications may outstrip the requirements of the job?

6. Q4 How can employers help to provide more flexible routes to retirement that maintain older workers’ attachment to the labour market? Q5 Are there business risks in reliance on migrant workers?

7. Q6 Do a talent assessment of your group as HRD university students and identify the talent gaps between the current situation and the requirements of the industry (refer to the job advertisement provided). Give 3 suggestions how you can prepare for the job.

8. Q7 Job analysis is an important means of assessing the job and becomes the basis for talent assessment. It provides the structure necessary to analyze the work experience, skills, and education necessary to perform effectively on the job. The analysis identifies IDEAL requirements, minimum requirements and the importance level of each factor. The job analysis also includes analysis of the behavioral factors related to job success. Do a job analysis for a HRD officer based on the needs of the industry.

9. Human Resources Manager MC Smith is seeking a Human Resources Manager who can develop effective relationships with line managers and provide a professional HR service to the business. Responsibilities include: Performance management – deliver performance management programs that drive a high performance culture. Recruitment and selection – direct and manage the recruitment and selection process, and train line managers in interviewing and assessment procedures. Learning and development – implement and monitor effectiveness of training programs. Human resources policy – develop, implement and maintain human resources policies across the organisation, including training programs to educate and promote awareness of regulatory compliance. Reporting and management of human resources metrics – produce reports on key metrics, including remuneration and benefits, absenteeism and turnover. Leadership – mentor direct reports and provide coaching to help them reach their potential. Candidates need: A tertiary qualification in human resources management or business management and extensive knowledge of and experience within an HR environment. A demonstrated track record in developing and implementing strategic business and HR objectives within a complex, multi-business organisation Superior interpersonal, coaching, communication, negotiation and consultative skills at all levels. Ability to engage with and win the respect of leaders to successfully influence them on key change initiatives. Demonstrated commitment to health, safety and environmental policies and procedures, including development and training of staff in these areas. To apply for this exciting and rewarding opportunity, please forward your resume to Joe Hunter at joe.hunter@email.com, or mail to: Joe Hunter Senior Consultant MC Smith

13. L24 LU7 EVALUATION OF THE SHRD INVESTMENT

14. LECTURE CONTRACT By the end of the lecture, you will be able to: define the term evaluation and HR metrics state its importance State the purpose and challenges of evaluation (3 viewpoints) describe the evaluation process (Kirkpatrick’s framework) - timing - tools (strengths & weaknesses)

15. DEFINITION OF EVALUATION “ The systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value, and modification of various instructional activities.”

16. HR METRICS (measures) It is important for businesses to identify and track key human resource metrics to ensure HR initiatives are well- received and effective in strategic planning. To track workforce data and allow HR professionals to analyze trends throughout an organization that are of importance in strategic planning. Through the use of concrete data, HR professionals can prove that human resource initiatives are helping to lower costs, improve workplace productivity, and improve an organization’s well-being and longevity.

17. TYPES OF HR METRICS Either a quantitative or qualitative category. Quantitative metrics, which deal with hard numbers, generally hold more ground when attempting to provide strategic support to an organization, but many HR initiative results are hard to quantify. Qualitative metrics (soft information) can provide a valuable insight into general trends involving employee attitudes, motivation, and satisfaction, but these metrics are more subjective and inconclusive.satisfaction

18. QUANTITATIVE OR QUALITATIVE METRICS? Since quantitative metrics are easier to observe, track, and analyze, they are the preferred method of HR reporting.

19. EXAMPLES OF QUANTITATIVE METRICS Recruitment Response Time Absenteeism & turnover rates Employee Engagement Training & Development

20. http://www.cipd.co.uk/binaries/using-hr-metrics-for-maximum-impact_2011.pdf

21. IMPORTANCE OF EVALUATION Determine whether the program is meeting the intended objectives. Identify strengths and weaknesses. Determine cost-benefit ratio. Identify who benefited most or least. Determine future participants. Provide information for improving HRD programs. Reinforce major points to be made. Gather marketing information. Determine if training program is appropriate. Establish management database.

22. PURPOSE OF EVALUATION: VIEWPOINTS & CHALLENGES 3 viewpoints: 1.Active participants Gauging success 2.Investor’s viewpoints Return on investment 3.Facilitator’s viewpoints Development design

23. Purpose of evaluation VIEWPOINTS & CHALLENGES Active participants Focus on gauging success: To know if they were success at achieving learning objectives : “How well did we do?” Formal evaluation is external measure of success e.g. competence assessment, skill tests and peer reviews. Informal evaluation is internally motivated process e.g. reflection on how performance has improved. Formal learning is planned programme that take place over fixed time. Informal learning as process of learning by doing, and no fixed training programme.

24. Purpose of evaluation: viewpoints & challenges Active participants Challenges in evaluation: Absence of formal learning objective in informal learning setting. In formal learning programme, the learning objective are often not measurable.

25. PURPOSE OF EVALUATION: VIEWPOINTS & CHALLENGES InvestorFocus on return of investment: To know if training has paid off. Training evaluation needs to provide data showing training investment has benefits for company. To compare costs and pay-offs of non-training investment with benefits from training. Comparing different training program. Challenges in evaluation: Difficult to ascertain whether training alone has reduced cost or driven performance.

26. PURPOSE OF EVALUATION: VIEWPOINTS & CHALLENGES FacilitatorFocus on development design: Did the programme meet the learning objective? Did the programme design facilitate learning? Was the content challenging enough? Did the administration contribute to successful learning? How can learning environment be enhanced? Strength and weaknesses of programme? Which group of trainee found programme most useful and why? Challenges in evaluation: All these data important to improve future training design.

27. PARAMETERS OF EVALUATION HRD is considered strategic if the intervention is : o Multi-level:  Individual  Team  Organization o Extended across multi-time horizons:  Address current performance need (the present)  Creates future learning capacity (the future)

28. EVALUATION AREA OF SHRD Level/time dimension IndividualTeam/departmentOrganization Formal programme Focus on conventional evaluation Some evidence of formal evaluation Needs development: Kirkpatrick level 4 addresses this to some extent Informal process Could be captured in performance appraisal but it is often not acknowledged as part of SHRD processes Could be captured in performance appraisal but it is often not acknowledge as part of SHRD processes Needs development

29. SIGNIFICANCE OF `MANAGEMENT THROUGH MEASUREMENT’ A clear link should be established between HR interventions and organizational success

30. EVALUATING LEARNING OUTCOMES IN HRD KIRKPATRICK’S FRAMEWORK (1975)

31. EVALUATING LEARNING OUTCOMES: KIRKPATRICK’S FRAMEWORK (1975) LevelDescription LEVEL 1: REACTIONS What does the participant feel about the training? Measures may include: Facilities and equipment Administration of course Material Supporting readings Overall satisfaction LEVEL 2: LEARNING What fact/information did participant gain? Refer to cognitive outcomes. Determine whether participants are familiar with facts, information and written procedures. Mainly tested through knowledge-based test like paper and pencil tests.

32. EVALUATING LEARNING OUTCOMES: KIRKPATRICK’S FRAMEWORK (1975) LevelDescription LEVEL 3: BEHAVIOUR What skills and competencies did participant gain, and how these used in workplace? Assess skill-based outcomes. 2 challenges: 1.The performance environment: Need to be observed on-the-job. Rely on conducive working environment to transfer learning. This form of evaluation open to several categories mistakes:  No change in behaviour.  Change in behaviour may be observed. 2. The actual skills: The way which task is performed. The motivation to perform the task.

33. EVALUATING LEARNING OUTCOMES: KIRKPATRICK’S FRAMEWORK (1975) LevelDescription …LEVEL 3: BEHAVIOUR Guidelines to overcome challenges: Conduct systematic appraisal of relevant skills before training. Have more than one appraiser in pre- and post- training evaluation. Give participants enough time after training to practice new skills. Have a control group’s pre and post measures. LEVEL 4: RESULTSWhat results can be tracked as a results of the participants applying their skills and knowledge? Determine pay-offs of the training investment. Measures impact of T&D in term of: Product quality Customer service satisfaction Sense of team-working, employee turnover

34. EVALUATING INFORMAL LEARNING Criteria for evaluation: 1.The learning potential of job context: Is work environment conducive to informal learning? The variation of subcultures. Does my team value learning? 2.The person characteristics: Self-efficacy ( judgment of capability). Instrumentality (perception that effort equal to rewards).

35. TIMING FOR EVALUATION Evaluation pointPurpose FIRST POINT: PRIOR TO T&DReview purpose of training. Provide input for learning objective. Assess skills before learning interventions. SECOND POINT: DURING TRAINING Participant and facilitator want to gauge performance improvement. Use data for learning design. THIRD POINT: POST-TRAINING DELIVERY BUT PRIOR TO WORKPLACE TRANSFER Reaction to learning programme. Perception of facilitator. Assess effectiveness of training’s administration and structure.

36. TIMING FOR EVALUATION Evaluation pointPurpose FOURTH POINT: POST- PROGRAMME, ON-THE JOB APPROXIMATELY 3 MONTHS AFTER RE-ENTRY Transfer of learning Ability to practice skills. Information on necessary changes to workplace can be identified. FIFTH POINT: POST- PROGRAMME, ON-THE JOB APPROXIMATELY 6 MONTHS AFTER RE-ENTRY Transfer of learning. Impact on organizational and individual performance. Identify future T&D needs.

37. TOOLS FOR EVALUATION ToolsDescription QuestionnaireStrengths: Easy to construct and administer. Most participants are familiar with this tool thus completion rates is high. Weaknesses: Difficult for people express opinion in writing especially when questionnaire is not anonymous. Anonymous questionnaire could result in less useful comments.

38. TOOLS FOR EVALUATION ToolsDescription InterviewsStrengths: Rich source of information. Best answer “why” question. Uncovers information that valuable for future programme design. Weaknesses: Open to subjective interpretation. Time-consuming.

39. TOOLS FOR EVALUATION ToolsDescription ObservationStrengths: Rich source of information. Useful in pre and post training of complex skills. Weaknesses: People alter their behaviour when observed. Time and resource intensive. Skills testStrengths: Exact measures of the level of ability. Effective in pre and post training scenarios. Weaknesses: Not all skills can be measured using this tools.

40. IMPACT OF EVALUATION Powerful illuminators of organizational interrelationships and influence of culture on learning and success. Point to further learning needs. Act as organizational change catalyst. Uncovers performance issues. Provide explanation of the impact of relationships external to organization on performance and interaction within organization. Informed decision making

41. BEST HR METRICS FOR T&D Although learning, growth, and development are critical to both performance and employee retention, few training departments focus on the type of development that managers and employees find to be the most effective: on-the-job training and assignments. As a result, the recommended training and development metrics focus on learning, development, and growth.

42. …BEST HR METRICS FOR T&D Percentage of employees who report that they are satisfied with the learning and growth opportunities provided by the firm (survey of a sample of employees) Percentage of employees who report that they are satisfied with on-the-job learning, project assignments for growth and development, and job rotations (survey of a sample of employees)

43. …BEST HR METRICS FOR T&D Percentage of employees who report that they are in the leading edge of knowledge in their profession (survey of a sample of employees) Percentage of new hires that report excellent training opportunities among the top three reasons they accepted the job (survey of new hires in which they force- rank their job acceptance factors)

44. REFERENCES DeSimone, R.L. & Werner, J.N. (2006). Human Resource Development. Canada: South- Western, Cengage Learning. Eidson, R. (2011). HR Metrics & Workforce Analytics. Deloitte Consulting http://www.cipd.co.uk/binaries/using-hr-metrics- for-maximum-impact_2011.pdf Swart, J., Mann, C., Brown, S., & Price, A. (2011). Human Resource Development: Strategy and Tactics. London: Routledge