PHRM01L The Human Resource Function

Management development is a process where the managers grow and develop their abilities to manage procedures or activities in an organization. Management development is used to increase versatility in the management and increase the morale of senior managers (Söderhjelm et al. 2016). According to the case study, Acorn, the leading recruitment and training organization has offices successfully established in England. The organization holds a strong reputation in delivering management development program. According to Sarah John, the Commercial Director of the company explains about the complexity and challenges in a global business. The case study further states that the programme objectives of management development programme is to provide senior managers with essential skills that is necessary to achieve individual, functional and corporate objectives. Secondly, it aims to identify the on-going training needs by effective and optimum utilization of management resources by developing skills of middle managers. Thirdly, the programme aims to support the corporate culture of attracting and retaining quality staff. Lastly, the programme must accommodate with the busy work schedule of involved senior management group.

Training has long been an issue for the organizations. The organizations face issues such as collaboration, communication and cooperation. The immediate problem that needs to be addressed is training. It is necessary to assess the training needs as the organizations mostly overlook it (Ferreira and Abbad 2013). It is not appropriate to make assumptions about obvious training needs. In the changing business environment, every organization is struggling to have a competent workforce that shall drive the company towards a progressive future (Paterson, Henderson and Burmeister 2014). In the advent of technology, the workforce competency is deteriorating and it is crucial for the organizations to provide adequate training to the employees. Training is not a panacea. Training needs assessment is time-consuming so the organizations tend to ignore it. However, a training needs assessment is the only method to verify and emphasize n the scope and target group for the training program (Ford 2016).

In the given case scenario, the target group and focus is on the senior managers. The client recognizes training and development affecting the organizational performance directly. The management development programme is most likely to deliver a tangible return on their investment. The programme must necessarily be a business-driven process where it is linked with corporate objectives, business plan and skill development plan. Based on the explanation provide by client, the business plan has three themes- managing change, managing self and managing resources (Paterson, Henderson and Burmeister 2014). Due to the increasing local and global competition, training is necessary to deliver high quality customer service. Therefore, training is crucial for both employees as well as managers. Training makes the staff more productive and thus they are most valuable asset for the organization. Despite the importance of training, the organizations are reluctant to evaluate or find it totally inconsistent to assess training needs. Whether an individual is a specialist or generalist, a training needs assessment is necessary. It is important to have an overview of the training and development function by in-depth application of the steps and concepts (Ferreira and Abbad 2013).

For managing change, training needs assessment is necessary to understand how change management can improve organizational results. The training needs assessment shall also help the senior managers in assessing their own level of competency in leading strategic changes. To lead others, it is necessary to manage self. Training needs assessment for managing self shall enable the participants in management to focus on their interpersonal and intrapersonal effectiveness. They can also develop a better understanding of themselves and develop action plans to improve on the shortcomings. Training assessment can help the people manage their personal feelings, behaviours, attitudes and preferences to bring the best in themselves and in others (Taylor and Cantwell 2015).

In the light of case study, the ever-changing demands in the global world are affecting the quality of managers. Therefore, their training is necessary to enhance their skills and abilities. Without assessment of the training needs, an accurate presentation of facts and findings cannot be sought. Assessment of training needs shall help in highlighting the fields and critical points so that best client satisfaction can be provided. The gaps between the reality and expected performance at the organization can be assessed. The job performance as required by the employees can be determined through training needs assessment. Also, the desired competencies and skill set of the employees can be determined through training needs assessment (Horng and Lin 2013).

Based on the case scenario, the senior manager in the organization is bound with several roles and responsibilities. They provide guidance to direct reports that guide supervisors and first-line managers. The senior managers are responsible for resolving conflicts among the employees for which they need to enhance problem solving skills. After evaluating the persistence of conflict in the organization, the effectiveness of training can be evaluated. The senior personnel are to work with the senior management for strategy planning and development. If the effectiveness of training needs is not measured, the ability to be creative and risk-taking skills cannot be measured (Ferreira and Abbad 2013). The senior manager can take the responsibility for discrete work teams in the times when the span of control is too broad. According to the case study, training is vital in leadership roles as the business culture and technology is evolving at a rapid pace. For personal and professional development, the senior manager needs to develop their talent and leadership skills. They need to understand finance as they are responsible for verifying the budget and overall expense accounting. They need to work on negotiation skills that can be useful in securing resources and gaining help from other executives (Paterson, Henderson and Burmeister 2014).

Therefore, the results obtained from the training needs assessment can help the organizations plan instructional objectives so that the best training program can be delivered. As a manager, it is difficult to put up with the expectations of the organization. Organizational training can help meeting the expectation of internal stakeholders-employees and external stakeholders-customers and investors. Senior management training requires a lot of socio-dynamics sociology and grasp of information flow. Proper goals and metrics have to be designed. With the training needs assessment, the HR can determine what and how individuals need to learn or require training. Strategy and goals of an organization can be anything but the road to achieve the same is very difficult. Hence, organizational needs assessment is necessary.

Training and development in the human resource management attempts to improve the existing and future state of employee performance by enhancing their skills, knowledge and attitude. Training is important for both employers and employees of an organization. One of the core benefits of training is increase in productivity. Training enhances the efficiency and productivity of the employees. Both quality and quantity of performance can be enhanced. In the given case scenario, there is a need to design a management development programme. Management development is a process where the managers grow and develop their abilities to manage procedures or activities in an organization (Storey 2016).

According to the case study, a management development programme was designed by Acorn. The entire process of designing took four meetings and four key personnel in a period of two months. There was thorough discussion and consultation to design the management development programme. The design had four main objectives. Firstly, the programme aimed to provide senior managers with necessary skills so that they could develop operational teams for achieving individual, departmental and corporate objectives. Secondly, the on-going training needs had to be identified for ensuring optimum use of resources for developing middle managers skills. Thirdly, the development programme had to be designed in a manner that supported corporate culture while attracting and retaining quality employees. Lastly, the programme had to be accommodated in the working schedule of senior managers so that additional time could be avoided (Tracey et al. 2015).

Game theory is an approach that helps organizations understands the reasons why problems originate. Game theory is useful in human resources as it effectively helps in analysis of problems. It also helps in defining the right solutions for different tactical and strategic context. The game theory helps in focusing on the 20% things that shall help attain 80% benefit (Kurtulmu?, Warner and Ozar 2016). It also helps in understanding what solutions and decisions must be adopted by the employees. The theory can improve labour-management relationships. The effectiveness of team cohesion and leadership can be improved. In the given case scenario, the organizations are under constant pressure to retain their competitive edge. Therefore, there is a need to develop in the development of people. The challenge faced by the organization is that the senior personnel not just need to possess practical management skills but they must also have the capability to manage changing business needs (Otaye-Ebede, Sparrow and Wong 2016).

Applying the concept of game theory, it can be analysed that the organization can lose its competitive edge due to global pressure. The human resource problems are analysed as insufficient skills among the senor personnel. Therefore, the appropriate solution based on the theory is providing training to the senior personnel that can take the organization forward. A management development program was developed based on these considerations. A “personal styles” questionnaire was developed to assess the personal behaviour of the managers who were attending the training program. Based on the results of training programme, it is assessed that labour-management results showed improvement. The conflicts were resolved by the senior managers. Moreover, any other problems faced by the managers were addressed effectively. Therefore, Acorn adhered to good design practice in the management development programme (Otaye-Ebede, Sparrow and Wong 2016).

The competency model can be applied in the given case study. The competency model is a framework that defines skill and knowledge requirement for a job. The competency models are used to define and assess competencies that are a key component of hiring and recruitment. The competency assessments can form the basis of training programs (Schutte, Barkhuizen and van der Sluis 2016). The model is shown diagrammatically in the below figure

 

According to Ngo, Jiang and Loi (2014) , the necessary skills and attributed for retaining the competitive edge is recognized in the organization. Based on those competencies, the management development programme was designed. There were role plays, practical assignments and case studies for the managers. A typical manager took 12 months to complete the management development programme as the necessary competencies could be attained after attending all the modules. There were 12 modules in total that took each month to develop competencies. From the results obtained, it is assessed that the senior managers were able to develop desired competencies such as problem-solving skills, managing change, conflict management and motivating employees. Therefore, Acorn adhered to good design practice in the management development programme.

For measuring the adherence to good design practice, Kirkpatrick’s Four-Level Training Evaluation Model can help in measuring the impact of training so that Acorn can improve it in the future. This model has four levels- reaction, learning, behaviour and results. In the first level, the reactions of employees who are being trained are measured. The training was integrated with the regular business activities that did not consume additional hours. The trainees felt the need of training and development due to the increasing competitive edge. The biggest strength of the training was that every module had an evaluation form linked with the KPIs that were collated and reported in graphical format. In the second stage, learning was done by measuring the skills and competencies that were enhanced. Before, the senior personnel lacked conflict management skills, change management skills and lack in motivation skills (Kennedy et al. 2013).

In the third level, behaviour of the trainees was assessed. As stated in the case study, the managers were able to convert their skills into practical experience and action plans were integrated into the organizational objectives. Sarah further evaluated that developing the senior personnel helped the client in cascading training internally through mentoring and coaching. This led the organization to move towards a learning and development culture. The senior managers reviewed a few internal systems such as customer service that required improvement. In the fourth level, the final results are measured by identifying the benefits or outcomes of the training programme. After the training programme was conducted, an evaluation was conducted that indicated positive results. According to Sarah, the Commercial Director of Acorn, the managers developed skills that helped them to cope up with managing change, resolving conflicts, ability to motivate employees effectively and resolving issues effectively. The senior personnel are able to increase customer satisfaction and maintain high morale among employees. Therefore, Acorn adhered to good design practice in the management development programme (Xue et al. 2016).

Therefore, it is analysed that the training is imparted effectively to the senior managers. The programme objectives as framed by Acorn were met to a great extent. The senior managers were provided with essential skills so that they could develop operational teams for achieving individual, departmental and corporate objectives. Further, the on-going training needs were identified for ensuring optimum use of resources for developing middle managers skills. The development programme was designed in a manner that supported corporate culture while attracting and retaining quality employees. Lastly, the programme was accommodated in the working schedule of senior managers so that additional time could be avoided.

Institutionalization refers to the action or process by which an organization translates its codes, policies and mission into guidelines that form the regular base of employees. The aim of institutionalization is to integrate objectives and values in an organization’s structure and culture. Institutionalization offers certain benefits to the organization. It implies that the processes are designed in a way the work is performed. It also ensures consistency in the organization. It shows great commitment of the employees (Andries, Debackere and Looy 2013). In the global competitive world, learning strategy is important as it improves the performance of certain business functions such as production and operations, supply chain management, and customer support. With the change in management processes and structure, stiff competition, skill shortage and severe pressure on the firms, the organizations need to ensure that learning strategy is institutionalized. In the given case scenario, Acorn needs to provide certain recommendations for successful institutionalization of strategy into the organizational culture (Jackson, Schuler and Jiang 2014).

The first step in creating a learning culture in the organization begins with the senior managers. Learning must be made a daily habit as one cannot get better at it unless there is sufficient practice. The true learning organizations reward the employees with new patterns of thinking. Learning from example could be a high contagious behaviour at the organizations. The senior managers must be kept as a focal point so that the people see them as success and failure and they become new source of learning. The ever-present nature of learning must be honoured as it happens regularly. An individual must be hired who can teach the new hires about the rights and wrongs of business. They must be taught what to do and what they must never do under any circumstances (Andries, Debackere and Looy 2013).

Another point that must be noted is that the employees must learn to own up to their mistakes. They should not be afraid of the mistakes made by them and try to hide it. Unless the mistakes are owned by people, they cannot change it for good. The senior managers must not punish the employees for their mistakes as it is a valuable source of learning. A good decision made by employees may suffer bad luck or a lousy decision may have good luck (Jackson, Schuler and Jiang 2014). Therefore, a mindset of critical inquiry must be built. Learning must be integrated with talent management in support of capability development. The employees must be provided with leadership development program so that they take ownership of the learning culture. The leaders must embrace mistakes as they cannot be changed, but only be improved (Pantouvakis and Bouranta 2013).

The leaders must review employees as a team. This is valuable not only for new hires but for everyone. An after action report (AAR), or post-mortem, explores a project from beginning to end while examining all processes and decisions in between. Specifically, the intent is to look at what was expected to occur compared with what actually happened. The learning lesson lies in the difference between expectation and reality (Hussein et al. 2016). The mistakes made by the employees must be addressed immediately so that it is not repeated. The leaders must not insult or demean the employees in front of others who committed mistakes. Character cannot be taught to an individual but skills can. Even if the employees were not at par in a particular skill or knowledge set, they must be provided with additional training. However, if the employee violated personal integrity or trust, the leaders must send him away (Joo, Yang and McLean 2014).

Learning must be made easily accessible to the employees. On-demand learning empowers employees to seek and find their own answers. Blended learning must be used to maximize the options. The managers must be taught how to provide coaching as the competence and confidence can be built naturally. The training activities must be used to make full utilization of resources (Andries, Debackere and Looy 2013). The on-boarding programs must be made attractive so that every employee is encouraged to take personal responsibility for learning and showing commitment to development. The training and development plans must be formalized and must be made mandatory for all individuals in the organization. If it is not made mandatory, the people tend to avoid it and do not implement. The employees who successfully apply new skills and abilities must be recognized so that the others follow suit (Hussein et al. 2016).

As the business environment changes quickly, the companies feel the pressure to learn faster in comparison with its competitors. To ensure effectiveness, polls and sessions must be regularly conducted to evaluate the benefits of training and its effectiveness. Performance must be evaluated based on learning. Performance management must be made a driver of development. Therefore, the companies consider it imperative to build a learning culture in the organization as they way to stay in the competition. Learning strategy not just enables survival in the business environment, but also allows the firms to grow organically and thrive.

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