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Armstrongs Handbook of Human Resource Ma
Armstrongs Handbook of Human Resource Ma
ARMSTRONG’S
HANDBOOK OF
HUMAN RESOURCE
MANAGEMENT
PRACTICE
ii
A L S O AVA I L A B L E BY
MICHAEL ARMSTRONG
www.koganpage.com
MICHAEL ARMSTRONG 13TH EDITION
iii
ARMSTRONG’S
HANDBOOK OF
HUMAN RESOURCE
MANAGEMENT
PRACTICE
iv
Publisher’s note
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sibility for any errors or omissions, however caused. No responsibility for loss or damage
occasioned to any person acting, or refraining from action, as a result of the material in this
publication can be accepted by the editor, the publisher or any of the authors.
First edition published in 1977 as A Handbook of Personnel Management Practice by Kogan Page
Limited
Seventh edition published in 1999 as A Handbook of Human Resource Management Practice
Eleventh edition published in 2009 as Armstrong’s Handbook of Human Resource Management
Practice
Twelfth edition 2012
Thirteenth edition 2014
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The right of Michael Armstrong to be identified as the author of this work has been asserted by him
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A CIP record for this book is available from the British Library.
CO N T E N T S I N B R I E f
02 Strategic HRM 15
06 Knowledge management 77
07 Competency-based HRM 85
13 Motivation 169
14 Commitment 185
40 HR policies 509
41 HR procedures 517
Pa r t X I HR skills 543
CO N T E N T S
02 Strategic HRM 15
Introduction 16
The conceptual basis of strategic HRM 16
The nature of strategic HRM 18
Aims of SHRM 18
Critical evaluation of the concept of SHRM 19
The resource-based view of SHRM 20
Strategic it 22
Perspectives on SHRM 22
HR strategies 25
Introduction 54
The impact of HR 54
How HRM makes an impact 54
Developing a high-performance culture 58
High-performance work systems 58
Performance management 62
The contribution of HR 62
Introduction 68
The nature of human capital management 68
The concept of human capital 68
The constituents of human capital 69
Approaches to people management raised by human capital theory 70
Human capital measurement 70
Human capital reporting 73
Introducing HCM 74
06 Knowledge management 77
Introduction 78
The concept of knowledge 78
Knowledge management deined 79
Knowledge management strategies 79
Knowledge management issues 80
The contribution of HR to knowledge management 81
07 Competency-based HRM 85
Introduction 86
Competency deined 86
Competency frameworks 89
Using competencies 89
Applications of competency-based HRM 90
Developing a competency framework 91
Competencies and emotional intelligence 93
Introduction 96
The meaning and concerns of ethics 96
The nature of ethical decisions and judgements 96
Ethical frameworks 96
Equity theory 97
Justice 97
HRM ethical guidelines 98
Contents xi
Introduction 106
Corporate social responsibility deined 106
Strategic CSR deined 106
CSR activities 107
The rationale for CSR 108
The opposing view 108
Beneits of CSR 109
The basis for developing a CSR strategy 109
Introduction 116
Organizational behaviour deined 116
The sources and applications of organizational behaviour theory 116
How organizations function 117
Organizational culture 120
Organizational climate 123
Organizational processes 124
Characteristics of people 125
Implications for HR specialists 129
Introduction 136
Work design 136
Organization design 142
Job design 145
Role development 148
Introduction 154
Organization development deined 154
The nature of organization development 154
The story of organization development 155
Organization development strategy 158
Organizational diagnosis 159
Organization development programmes 161
Conclusions on organization development 164
xii Contents
13 Motivation 169
Introduction 169
The meaning of motivation 170
Types of motivation 170
Motivation theory 171
Motivation and job satisfaction 177
Motivation and money 180
Motivation strategies 180
14 Commitment 185
Introduction 185
The meaning of organizational commitment 185
The importance of commitment 186
Commitment and engagement 187
Critical evaluation of the concept of commitment 187
Factors affecting commitment 188
Developing a commitment strategy 189
Introduction 193
The meaning of employee engagement 194
The theory of engagement 194
The components of employee engagement 195
Drivers of employee engagement 196
Outcomes of engagement 197
Enhancing employee engagement 197
Enhancing job engagement 198
Enhancing organizational engagement 199
Burnout 201
Measuring engagement 201
Conclusions 201
Introduction 209
The objective of strategic resourcing 209
The strategic HRM approach to resourcing 210
Strategic it in resourcing 210
Bundling resourcing strategies and activities 211
The components of strategic employee resourcing 211
Contents xiii
Introduction 216
Workforce planning deined 216
Incidence of workforce planning 216
The link between workforce and business planning 217
Reasons for workforce planning 217
Workforce planning issues 217
The systematic approach to workforce planning 217
Introduction 226
The recruitment and selection process 226
Deining requirements 226
Attracting candidates 228
Dealing with applications 234
Selection methods 236
Interview arrangements 237
Provisional offers and obtaining references 241
Checking applications 241
Offering employment 242
Following up 242
Dealing with recruitment problems 242
Introduction 247
Employee value proposition 247
Employer brand 248
Employee turnover 249
Retention planning 252
Absence management 254
Induction 257
Release from the organization 258
Introduction 263
Talent management deined 264
The process of talent management 266
Talent management strategy 269
What is happening in talent management 269
Career management 270
Management succession planning 276
xiv Contents
Introduction 283
Learning and development deined 284
Strategic L&D deined 284
Aims of strategic L&D 284
Learning and development philosophy 285
The business case for L&D 286
Impact of learning and development on performance 286
Learning and development strategies 286
Introduction 292
How people learn 292
The implications of learning theory and concepts 295
Organizational learning 295
The notion of the learning organization 297
Self-directed learning 299
Introduction 302
Identifying learning needs 302
Approaches to learning and development 305
Enhancing workplace learning 306
Training 308
Planning and delivering learning events 310
Blended learning 311
Evaluation of learning 311
Responsibility for the implementation of learning 314
Introduction 322
Leadership and management development deined 322
The nature of leadership and management 322
Leadership and management development compared 323
Leadership development 324
Management development 326
Criteria for leadership and management development 328
Contents xv
Introduction 334
The basis of performance management 334
Aims of performance management 335
The performance management cycle 336
Performance management issues 341
The impact of performance management on performance 345
Performance management as a rewarding process 348
360-degree feedback 348
Introducing performance management 349
Introduction 357
Reward philosophy 358
Reward strategy 359
The reward system 363
Introduction 370
Reward management deined 370
Aims of reward management 370
Pay determination 370
Market pricing 371
Base bay management 373
Contingent pay 374
Recognition schemes 381
Employee beneits 381
Evaluating reward 381
Administering reward management 384
Introduction 391
Rewarding directors and senior executives 392
Rewarding knowledge workers 395
Reward management for sales and customer service staff 395
Paying manual workers 398
xvi Contents
Introduction 405
The process of employee relations 406
The basis of employee relations 406
Employee relations policies 406
Employee relations strategies 408
Employee relations climate 408
Managing with unions 409
Managing without unions 410
Implementing employee relations strategy 410
Introduction 413
The nature of the employment relationship 413
The basis of the employment relationship 414
Labour process theory and the employment relationship 415
Employment relationship contracts 415
Managing the employment relationship 415
Developing a climate of trust 416
Introduction 419
The psychological contract deined 419
The signiicance of the psychological contract 420
The psychological contract and the employment relationship 420
How psychological contracts develop 421
The problem with psychological contracts 421
Developing and maintaining a positive psychological contract 421
Introduction 425
Trade union membership 426
Union recognition 426
Collective bargaining 426
Collective agreements 427
Informal employee relations processes 429
Introduction 431
The meaning of employee voice 431
The elements of employee voice 432
Contents xvii
Introduction 437
The importance of employee communications 438
What should be communicated 438
Approach to communication 438
Communication methods 438
Employee communication strategy 440
Introduction 445
Reasons for concern 446
The work environment 446
Managerial behaviour 446
Work–life balance 446
Managing stress 446
Sexual harassment 447
Bullying 448
Services for individuals 448
Group employee services 449
Introduction 453
Managing health and safety at work 454
Health and safety policies 454
Conducting risk assessments 455
Health and safety audits 456
Health and safety inspections 457
Accident prevention 458
Occupational health programmes 458
Measuring health and safety performance 459
Communicating the need for better health and safety practices 459
Health and safety training 460
Organizing health and safety 460
xviii Contents
Introduction 465
The international scene 466
International HRM strategies 466
Contextual factors 467
Convergence and divergence 468
Introduction 477
Workforce planning 478
Resourcing 478
International talent management 480
International performance management 482
Reward management 485
Multicultural working 489
Role of the international HR function 490
Introduction 495
Why use expatriates? 496
RoI on international assignments 496
The process of managing expatriates 496
Resourcing policies 497
Recruitment and selection policies 498
Preparation policy 499
Assimilation and support 499
Career management 500
Performance management 500
Re-entry policies 501
Pay and allowance policies 501
40 HR policies 509
Introduction 509
Why have HR policies? 509
Overall HR policy 510
Speciic HR policies 510
Formulating HR policies 515
Implementing HR policies 515
Contents xix
41 HR procedures 517
What are HR procedures? 517
Capability procedure 518
Disciplinary procedure 519
Grievance procedure 520
Redundancy procedure 521
Pa r t X I HR skills 543
Introduction 567
Evidence-based management 567
Analytical skills 569
Logical reasoning 569
Critical thinking 570
Critical evaluation 570
Developing and justifying original arguments 571
Introduction 574
The nature of research 574
Planning and conducting research programmes 574
Research methodology 576
Methods of collecting data 576
Processes involved in research 580
Introduction 584
Using statistics 584
Frequency 584
Measures of central tendency 584
Measures of dispersion 585
Correlation 585
Regression 585
Causality 586
Tests of signiicance 586
Testing hypotheses 587
Introduction 590
Selection interviewing skills 590
Preparing for the interview 591
Planning the interview 592
Questioning techniques 593
Coming to a conclusion 598
Dos and don’ts of selection interviewing 599
Introduction 604
Deinitions 604
Job analysis 605
Job descriptions 607
Role analysis and role proiles 608
Contents xxi
Introduction 619
Coaching 619
Mentoring 620
Job instruction 621
Introduction 625
The process of negotiation 626
Stages of negotiation 626
Negotiating and bargaining skills 628
Introduction 631
The role of HR in leading and facilitating change 631
The change process 633
Change models 633
Resistance to change 635
Implementing change 636
The role of change agents 637
Introduction 641
The meaning of leadership 641
Leadership theories 642
What leaders do 642
Leadership styles 643
Types of leaders 644
The reality of leadership 646
The qualities of a good leader 646
Effective leadership 646
Introduction 651
Persuading people 651
Case presentation 652
Making a business case 653
Facilitating 654
Coordinating discussions 655
xxii Contents
Introduction 657
Disciplinary issues 657
Absenteeism 659
Handling poor timekeeping 660
Handling negative behaviour 660
Dealing with underperformance 663
Introduction 665
Handling inter-group conlict 666
Handling interpersonal conlict 666
Resolving conlict between team members 667
Introduction 671
Typical political approaches 672
Using political means to get things done 672
Political sensitivity 672
Dangers of politics 673
Dealing with organizational politics 673
Introduction 801
Developing and conducting an attitude survey 801
Post-survey activities 809
LIST Of fIGuRES
L I S T O f TA B L E S
LIST Of ExHIBITS
P R E fA C E TO T H E 1 3 T H E D I T I O N
Part IV People Part V Learning and Part VI Performance Part VII Employee
resourcing development (L&D) and reward relations
16 Strategic 21 Strategic L&D 25 Performance 29 Strategic
resourcing 22 The process of L&D management employee relations
17 Workforce 23 The practice of L&D 26 Reward 30 The employment
planning 24 Leadership and management – relationship
18 Recruitment management strategy and 31 The psychological
and selection development systems contract
19 Resourcing 27 The practice of 32 The practice of
practice reward industrial relations
20 Talent management 33 Employee voice
management 28 Managing reward 34 Employee
for special groups communications
PART I
The practice of human
resource management
Pa r t I Co n t e n t s
Introduction
provision of services that enhance the well-being of
Human resource management (HRM) is a com- employees. These are based on human resource (HR)
prehensive and coherent approach to the employ- strategies that are integrated with one another and
ment and development of people. HRM can be aligned to the business strategy.
regarded as a philosophy about how people should Some people object to the term ‘human resources’
be managed, which is underpinned by a number because it implies that people can be manipulated
of theories relating to the behaviour of people and like any other factor of production. Instead they
organizations. It is concerned with the contribution favour ‘people management’. But HRM is the most
it can make to improving organizational effective- commonly used term.
ness through people but it is, or should be, equally Whatever term is adopted the approach should
concerned with the ethical dimension – how people be based on the principle laid down by Schneider
should be treated in accordance with a set of moral (1987: 450): ‘Organizations are the people in them;
values. HRM involves the application of policies that people make the place.’ He went on to explain
and practices in the ields of organization design that: ‘Positive job attitudes for workers in an organ-
and development, employee resourcing, learning and ization can be expected when the natural inclina-
development, performance and reward and the tions of the persons there are allowed to be relected
2 Part 1 The Practice of Human Resource Management
in their behaviours by the kinds of processes and a relationship based on trust, openness and personal
structures that have evolved there.’ fulilment.
As Keegan and Francis (2010: 873) noted: HR This irst part of the handbook deals with the
work is now ‘largely framed as a business issue’. The broad areas and concerns of the practice of HRM
emphasis is on business alignment and strategic it. covering its conceptual basis, the strategic frame-
These are important requirements but focusing on work within which HRM activities take place
them can lead HR professionals to place corre- and the various factors that affect it, including
spondingly less emphasis on employee needs and the impact of HRM on performance, the speciic
motivations when developing their new and altered functions of human capital management, knowledge
arrangements. A simplistic view of the business management and competency-based HRM and,
imperative permits little room for considering how importantly, the ethical and social responsible
HR strategy should impact on individual employ- considerations that need to be taken into account
ees. HRM indeed aims to support the achievement when practising HRM. International HRM is dealt
of business goals but, equally, it should aim to build with in Part IX.
References
Keegan, A and Francis, H (2010) Practitioner talk: the Schneider, B (1987) The people make the place,
changing textscape of HRM and emergence of HR Personnel Psychology, 40 (3), pp 437–53
business partnership, The International Journal of
Human Resource Management, 21 (6), pp 873–98
3
01
The essence of
human resource
management (HRM)
K e y Co n C e P t s a n d t e r m s
Added value Humanism
Agency theory Institutional theory
AMO theory Matching model of HRM
Commitment Motivation
Contextual model of HRM Organizational behaviour theory
Contingency theory Organizational capability
European model of HRM Resource-based theory
5-P model of HRM Resource dependence theory
Hard HRM Soft HRM
Harvard framework Strategic alignment
HR philosophy Strategic human resource management
Human capital theory (SHRM)
Human relations Transaction costs theory
Human resource management (HRM) Unitarist
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The fundamental concept of HRM and ● The underpinning theories
how it developed ● The reservations made about HRM
● The meaning of HRM ● Models of HRM
● The goals of HRM ● The position of HRM today
● The philosophy of HRM
4 Part 1 The Practice of Human Resource Management
it emphasized the notion that people should be original concept can lead us to believe. This is
regarded as assets rather than variable costs. illustrated by the various models summarized in
this section which provide further insights into the
nature of HRM. The chapter ends with an assess-
The conceptual framework of HRM ment of where the concept of HRM has got to
now. Following this analysis the next two chapters
HRM as conceived in the 1980s had a conceptual explain how in general terms HRM is planned
framework consisting of a philosophy underpinned through the processes of strategic HRM and deliv-
by a number of theories drawn from the behavioural ered through the HR architecture and system, the
sciences and from the ields of strategic manage- HR function and its members, and, importantly,
ment, human capital and industrial relations. The line managers.
HRM philosophy has been heavily criticized by
academics as being managerialist and manipulative
but this criticism has subsided, perhaps because it
became increasingly evident that the term HRM HRM deined
had been adopted as a synonym for what used to be
called personnel management. As noted by Storey Human resource management can be deined as
(2007: 6): ‘In its generic broad and popular sense a strategic, integrated and coherent approach to
it [HRM] simply refers to any system of people the employment, development and well-being of the
management.’ people working in organizations. It was deined by
Boxall and Purcell (2003: 1) as ‘all those activities
associated with the management of employment
HRM practice today relationships in the irm’. A later comprehensive
deinition was offered by Watson (2010: 919):
HRM practice is no longer governed by the original
philosophy – if it ever was. It is simply what HR HRM is the managerial utilisation of the efforts,
people and line managers do. Few references are knowledge, capabilities and committed behaviours
made to the HRM conceptual framework. This is which people contribute to an authoritatively
a pity – an appreciation of the goals, philosophy co-ordinated human enterprise as part of an
and underpinning theories of HRM and the various employment exchange (or more temporary
HRM models provides a sound basis for under- contractual arrangement) to carry out work tasks
standing and developing HR practice. But account in a way which enables the enterprise to continue
needs to be taken of the limitations of that philo- into the future.
sophy as expressed by the critics of HRM set out
later in this chapter.
The goals of HRM
The goals of HRM are to:
Aim of this chapter
● support the organization in achieving its
The aim of this chapter is to remedy this situation. objectives by developing and implementing
It starts with a selection of deinitions (there have human resource (HR) strategies that are
been many) and elaborates on these by examining integrated with the business strategy
HRM goals. Because the original concept of HRM (strategic HRM);
is best understood in terms of its philosophy and
● contribute to the development of
underpinning theories these are dealt with in the
a high-performance culture;
next two sections. Reference is then made to the
reservations made about HRM but it is noted that ● ensure that the organization has the talented,
while these need to be understood, much of what skilled and engaged people it needs;
HRM originally set out to do is still valid. However, ● create a positive employment relationship
as explained in the next section of the chapter, between management and employees and
HRM is more diverse than interpretations of the a climate of mutual trust;
6 Part 1 The Practice of Human Resource Management
● encourage the application of an ethical therefore HR policies should be integrated into the
approach to people management. business strategy.
An earlier list of HR goals was made by Dyer and
Holder (1988: 22–28) who analysed them under
the headings of contribution (what kind of em-
ployee behaviour is expected?), composition (what
underpinning theories of
headcount, stafing ratio and skill mix?), com- HRM
petence (what general level of ability is desired?) and
commitment (what level of employee attachment The original notion of HRM had a strong theore-
and identiication?). Guest (1987) suggested that tical base. Guest (1987: 505) commented that:
the four goals of HRM were strategic integration, ‘Human resource management appears to lean
high commitment, high quality and lexibility. heavily on theories of commitment and motivation
And Boxall (2007: 63) proposed that ‘the mission of and other ideas derived from the ield of organ-
HRM is to support the viability of the irm through izational behaviour.’ A number of other theories,
stabilizing a cost-effective and socially legitimate especially the resource-based view, have contributed
system of labour management’. to the understanding of purpose and meaning of
HRM. These theories are summarized below.
These concerns merit attention, but the more im- proposition that: ‘Human resource management
portant messages conveyed by the original notion (HRM) involves all management decisions and
of HRM such as the need for strategic integration, actions that affect the nature of the relationship be-
the treatment of employees as assets rather than tween the organization and employees – its human
costs, the desirability of gaining commitment, the resources’ (ibid: 1). They believed that: ‘Today... many
virtues of partnership and participation and the key pressures are demanding a broader, more compre-
role of line managers are still valid and are now hensive and more strategic perspective with regard
generally accepted, and the underpinning theories to the organization’s human resources’ (ibid: 4). They
are as relevant today as they ever were. also stressed that it was necessary to adopt ‘a longer-
And it should be remembered that these objec- term perspective in managing people and consider-
tions, with the exception of the last one, mainly ation of people as a potential asset rather than merely
apply to the original concept of HRM. But today, as a variable cost’ (ibid: 6). Beer and his colleagues were
explained in the inal section of this chapter, HRM the irst to underline the HRM tenet that it belongs
in action does not necessarily conform to this con- to line managers. They suggested that HRM had
cept as a whole. The practice of HRM is diverse. two characteristic features: 1) line managers accept
Dyer and Holder (1988) pointed out that HRM more responsibility for ensuring the alignment of
goals vary according to competitive choices, tech- competitive strategy and HR policies; 2) HR has
nologies, characteristics of employees (eg could be the mission of setting policies that govern how HR
different for managers) and the state of the labour activities are developed and implemented in ways
market. Boxall (2007: 48) referred to ‘the profound that make them more mutually reinforcing.
diversity’ of HRM and observed that: ‘Human re-
source management covers a vast array of activities
and shows a huge range of variations across occu- Contextual model of HRM
pations, organizational levels, business units, irms,
industries and societies.’ There are in fact a number The contextual model of HRM emphasizes the
of different models of HRM as described below. importance of environmental factors by including
variables such as the inluence of social, institu-
tional and political forces that have been under-
estimated in other models. The latter, at best,
Models of HRM consider the context as a contingency variable.
The contextual approach is broader, integrating
The most familiar models deining what HRM is the human resource management system in the
and how it operates are as follows. environment in which it is developed. According to
Martin-Alcázar et al (2005: 638): ‘Context both
conditions and is conditioned by the HRM strat-
The matching model of HRM egy.’ A broader set of stakeholders is involved in
Fombrun et al (1984) proposed the ‘matching the formulation and implementation of human
model’, which indicated that HR systems and the resource strategies that is referred to by Schuler
organization structure should be managed in a way and Jackson (2000: 229) as a ‘multiple stakeholder
that is congruent with organizational strategy. This framework’. These stakeholders may be external
point was made in their classic statement that: ‘The as well as internal and both inluence and are inlu-
critical management task is to align the formal enced by strategic decisions
structure and human resource systems so that they
drive the strategic objectives of the organization’
(ibid: 37). Thus they took the irst steps towards the The 5-P model of HRM
concept of strategic HRM.
As formulated by Schuler (1992) the 5-P model of
HRM describes how HRM operates under the ive
The Harvard model of HRM headings of:
Beer et al (1984) produced what has become known 1 HR philosophy – a statement of how the
as the ‘Harvard framework’. They started with the organization regards its human resources,
10 Part 1 The Practice of Human Resource Management
The diversity of HRM been expressed about it. There may be something in
these criticisms, but the fact remains that as a
Many HRM models exist, and practices within different description of people management activities in
organizations are diverse, often only corresponding organizations HRM is here to stay, even if it is applied
to the conceptual version of HRM in a few respects. diversely or only used as a label to describe
traditional personnel management practices.
Reservations about HRM
On the face of it, the concept of HRM has much to
offer, at least to management. But reservations have
Questions
1 What is HRM? 6 What is the essence of the philosophy of
2 What was the main message of the Harvard HRM?
framework? 7 What is resource-based theory?
3 What was the main message of the matching 8 What is the signiicance of contingency theory?
model? 9 What are the key reservations made by
4 What are the goals of HRM? commentators about the early version of
5 What is the difference between hard and soft HRM?
HRM? 10 What is the position of HRM today?
References
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a case of the emperor’s new clothes, Personnel Management, Oxford, Oxford University Press,
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Armstrong, M (2000) The name has changed but has Brewster, C (1993) Developing a ‘European’ model of
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New York, The Free Press Delbridge, R and Keenoy, T (2010) Beyond
Boxall, P F (2007) The goals of HRM, in (eds) managerialism? The International Journal of
P Boxall, J Purcell and P Wright, Oxford Human Resource Management, 21 (6), pp 799–817
Handbook of Human Resource Management, Dyer, L and Holder, G W (1988) Strategic human
Oxford, Oxford University Press, pp 48–67 resource management and planning, in (ed)
Boxall, P F and Purcell, J (2003) Strategy and Human L Dyer, Human Resource Management: Evolving
Resource Management, Basingstoke, Palgrave roles and responsibilities, Washington DC, Bureau
Macmillan of National Affairs, pp 1–46
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Strategic Human Resource Management, New (eds) P Blyton and P Turnbull, Reassessing Human
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Fowler, A (1987) When chief executives discover Osterby, B and Coster, C (1992) Human resource
HRM, Personnel Management, January, p 3 development – a sticky label, Training and
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industrial relations, Journal of Management Paauwe, J (2004) HRM and Performance: Achieving
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business partnership, The International Journal of Resource Management, Oxford, Blackwell
Human Resource Management, 21 (6), pp 873–98 Storey, J (1989) From personnel management to
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14
02
Strategic HRM
K e y Co n C e P t s a n d t e r m s
Best it High-performance management
Best practice High-performance work system
Bundling Human resource advantage
Business model Life cycle model
Business model innovation Resource-based view
Competency framework Resource dependence theory
Competitive advantage Strategic coniguration
Coniguration Strategic it
Contingent determinism Strategic HRM
High-commitment management Strategic management
High-involvement management Strategy
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The conceptual basis of strategic HRM
● The fundamental characteristics of strategy
● How strategy is formulated
● The aims of strategic HRM
● The resource-based view and its implications
● The meaning of strategic it
● The three HRM ‘perspectives’ of Delery and Doty
● The signiicance of bundling
● The signiicance of the concepts of ‘best practice’ and ‘best it’
● The signiicant features of strategic HRM
● The content and formulation of HR strategies
16 Part 1 The Practice of Human Resource Management
13) it is: ‘The determination of the long-term goals Critical evaluation of the concept
and objectives of an enterprise, and the adoption
of courses of action and the allocation of resources of strategy
necessary for carrying out those goals.’ The for-
The development of corporate strategy is often
mulation and implementation of corporate strategy
assumed to be a logical, step-by-step affair, the out-
is a process for developing a sense of direction,
come of which is a formal written statement that
making the best use of resources and ensuring
provides a deinitive guide to the organization’s
strategic it.
intentions. Many people still believe and act as if
Strategy has three fundamental characteristics.
this were the case, but it is a misrepresentation of
First, it is forward looking. It is about deciding
reality. In practice, the formulation of strategy may
where you want to go and how you mean to get
not be as rational and linear a process as some writers
there. It is concerned with both ends and means.
describe it or as some managers attempt to make it.
In this sense a strategy is a declaration of intent:
There are limitations to the totally logical model of
‘This is what we want to do and this is how we
management that underpins the concept of strategic
intend to do it.’ Strategies deine longer-term goals
human resource management. In the words of
but they also cover how those goals will be attained.
Mabey et al (1998: 74): ‘The reality is... that strate-
They guide purposeful action to deliver the required
gies may not always be easy to discern, that the
result. A good strategy is one that works, one that
processes of decision-making may be implicit, incre-
in Abell’s (1993: 1) phrase enables organizations to
mental, negotiated and compromised.’
adapt by ‘mastering the present and pre-empting the
Sparrow et al (2010: 4) asserted succinctly that:
future’. As Boxall (1996: 70) explained: ‘Strategy
‘Strategy is not rational and never has been.’
should be understood as a framework of critical
Strategy formulation can best be described as ‘prob-
ends and means.’
lem solving in unstructured situations’ (Digman,
The second characteristic of strategy is the recog-
1990: 53) and strategies will always be formed
nition that the organizational capability of a irm
under conditions of partial ignorance. Quinn (1980:
(its capacity to function effectively) depends on its
9) stated that a strategy may simply be ‘a widely
resource capability (the quality and quantity of
held understanding resulting from a stream of deci-
its resources and their potential to deliver results).
sions’. He believed that strategy formulation takes
This is the resource-based view as described later
place by means of ‘logical incrementalism’, ie it
in this chapter.
evolves in several steps rather than being conceived
The third characteristic of strategy is that it aims
as a whole. Pettigrew and Whipp (1991: 26) observed
to achieve strategic it – the need when developing
that: ‘strategy does not move forward in a direct
functional strategies such as HR to achieve congru-
linear way, nor through easily discernable sequen-
ence between them and the organization’s business
tial phases. Quite the reverse; the pattern is much
strategies within the context of its external and
more appropriately seen as continuous, iterative
internal environment.
and uncertain.’
Another dificulty is that strategies are often
Implementation of strategy based on the questionable assumption that the future
will resemble the past. Some years ago, Heller
‘Implementation entails converting the strategic (1972: 150) had a go at the cult of long-range plan-
plan into action and then into results’ (Thompson ning: ‘What goes wrong’ he wrote, ‘is that sensible
and Strickland, 1996: 20). Dreaming up a strategy anticipation gets converted into foolish numbers:
is fairly easy; getting it to work is hard. Kanter and their validity always hinges on large loose
(1984: 305) noted that: ‘Many companies, even assumptions.’ Faulkner and Johnson (1992: 17–18)
very sophisticated ones, are much better at generating said of long-term planning that it:
impressive plans on paper than they are at getting
“ownership” of the plans so that they actually guide was inclined to take a deinitive view of the future,
operational decisions.’ and to extrapolate trend lines for the key business
variables in order to arrive at this view. Economic
turbulence was insuficiently considered, and
the reality that much strategy is formulated and
18 Part 1 The Practice of Human Resource Management
implemented in the act of managing the enterprise by means of HR strategies and integrated HR
was ignored. Precise forecasts ending with derived policies and practices. It was deined by Mabey et al
inancials were constructed, the only weakness of (1998: 25) as the process of ‘developing corporate
which was that the future almost invariably turned capability to deliver new organizational strategies’.
out differently. It is based on two key ideas, namely the resource-
based view and the need for strategic it, as discussed
Strategy formulation is not necessarily a deterministic,
later in this chapter.
rational and continuous process, as was emphasized
SHRM can be regarded as a mindset under-
by Mintzberg (1987). He noted that, rather than
pinned by certain concepts rather than a set of
being consciously and systematically developed,
techniques. It provides the foundation for strategic
strategy reorientation happens in what he calls brief
reviews in which analyses of the organizational
‘quantum loops’. A strategy, according to Mintzberg,
context and existing HR practices lead to decisions
can be deliberate – it can realize the intentions of
on strategic plans for the development of overall or
senior management, for example to attack and
speciic HR strategies. SHRM involves the exercise
conquer a new market. But this is not always the
of strategic choice (which is always there) and the
case. In theory, he says, strategy is a systematic
establishment of strategic priorities. It is essentially
process: irst we think, then we act; we formulate
about the integration of business and HR strategies
then we implement. But we also ‘act in order to
so that the latter contribute to the achievement of
think’. In practice, ‘a realized strategy can emerge in
the former.
response to an evolving situation’ (ibid: 68) and the
Strategic HRM is not just about strategic
strategic planner is often ‘a pattern organizer, a
planning, nor does it only deal with the formulation
learner if you like, who manages a process in which
of individual HR strategies. Its main concern is with
strategies and visions can emerge as well as be
integrating what HR does and plans to do with
deliberately conceived’ (ibid: 73). This concept of
what the business does and plans to do. As
‘emergent strategy’ conveys the essence of how in
modelled in Figure 2.1, SHRM is about both HR
practice organizations develop their business and
strategies and the strategic management activities of
HR strategies.
HR professionals.
Boxall and Purcell (2003: 34) suggested that ‘it is
better if we understand the strategies of irms as sets
of strategic choices some of which may stem from
planning exercises and set-piece debates in senior
management, and some of which may emerge in
Aims of SHRM
a stream of action’. Research conducted by Tyson
The fundamental aim of strategic HRM is to gener-
(1997: 280) conirmed that, realistically, strategy:
ate organizational capability by ensuring that the
● has always been emergent and lexible – it is organization has the skilled, engaged, committed
always ‘about to be’, it never exists at the and well-motivated employees it needs to achieve
present time; sustained competitive advantage. Alvesson (2009:
● is not only realized by formal statements but 52) wrote that strategic HRM is about ‘how the
also comes about by actions and reactions; employment relationships for all employees can be
managed in such a way as to contribute optimally
● is a description of a future-oriented action to the organization’s goal achievement’.
that is always directed towards change; SHRM has three main objectives: irst to achieve
● is conditioned by the management process integration – the vertical alignment of HR strategies
itself. with business strategies and the horizontal integra-
tion of HR strategies. The second objective is to
provide a sense of direction in an often turbulent
environment so that the business needs of the
The nature of strategic HRM organization and the individual and the collective
needs of its employees can be met by the develop-
Strategic HRM is an approach that deines how the ment and implementation of coherent and practical
organization’s goals will be achieved through people HR policies and programmes. The third objective
Chapter 2 Strategic HRM 19
Strategic HRM
Strategic choice
Strategic analysis
The concept was developed by Barney (1991: strategic goals of the business to be achieved. In
102), who stated that ‘a irm is said to have a line with human capital theory, the resource-based
competitive advantage when it is implementing view emphasizes that investment in people increases
a value-creating strategy not simultaneously being their value to the irm. It proposes that sustainable
implemented by any current or potential competitors competitive advantage is attained when the irm has
and when these other irms are unable to duplicate a human resource pool that cannot be imitated or
the beneits of this strategy’. This will happen if substituted by its rivals.
their resources are valuable, rare, inimitable and Boxall (1996: 66) suggested that ‘the resource-
non-substitutable. He noted later (Barney 1995: 49) based view of the irm provides a conceptual basis,
that an environmental analysis of strengths, weak- if we needed one, for asserting that key human
nesses, opportunities and threats (SWOT analysis) resources are sources of competitive advantage’. He
was only half the story: ‘A complete understanding noted that human resource advantage is achieved
of sources of a irm’s competitive advantage by a combination of ‘human capital advantage’,
requires the analysis of a irm’s internal strengths which results from employing people with com-
and weaknesses as well.’ He emphasized that: petitively valuable knowledge and skills, and
‘human process advantage’, which follows from
Creating sustained competitive advantage
the establishment of ‘dificult to imitate, highly
depends on the unique resources and
capabilities that a irm brings to competition in evolved processes within the irm, such as cross-
its environment. To discover these resources and departmental cooperation and executive develop-
capabilities, managers must look inside their irm ment’. Accordingly, ‘human resource advantage’,
for valuable, rare and costly-to-imitate resources, the superiority of one irm’s labour management
and then exploit these resources through their over another’s, can be thought of as the product of
organization. (ibid: 60) its human capital and human process advantages.
He also observed (ibid: 66) that the strategic goal
The following rationale for resource-based strategy emerging from the resource-based view was to
was produced by Grant (1991: 13): ‘create irms which are more intelligent and lexible
The resources and capabilities of a irm are the than their competitors’ by hiring and developing
central considerations in formulating its strategy: more talented staff and by extending their skills
they are the primary constants upon which a irm base. Resource-based strategy is therefore con-
can establish its identity and frame its strategy, cerned with the enhancement of the human or
and they are the primary sources of the irm’s intellectual capital of the irm. As Ulrich (1998:
proitability. The key to a resource-based approach 126) commented: ‘Knowledge has become a direct
to strategy formulation is understanding the competitive advantage for companies selling ideas
relationships between resources, capabilities, and relationships. The challenge to organizations
competitive advantage and proitability – in is to ensure that they have the capability to ind,
particular, an understanding of the mechanisms assimilate, compensate and retain the talented indi-
through which competitive advantage can be viduals they need.’
sustained over time. This requires the design of The strategic goal emerging from the resource-
strategies which exploit to maximum effect each based view is to create irms that are more intelli-
irm’s unique characteristics.
gent and lexible than their competitors (Boxall,
Resource-based SHRM can produce what Boxall 1996) by hiring and developing more talented staff
and Purcell (2003) referred to as ‘human resource and by extending their skills base. Resource-based
advantage’. The aim is to develop strategic capabil- strategy is therefore concerned with the enhance-
ity. This means strategic it between resources and ment of the human or intellectual capital of the
opportunities, obtaining added value from the irm. Resource dependence theory (Pfeffer and
effective deployment of resources, and developing Davis-Blake, 1992) suggests that HR strategies such
managers who can think and plan strategically in as those concerned with reward are strongly inlu-
the sense that they understand the key strategic enced by the need to attract, retain and energize
issues and ensure that what they do enables the high-quality people.
22 Part 1 The Practice of Human Resource Management
A number of lists of ‘best practices’ have 1 Innovation – being the unique producer.
been produced, the most quoted being by Pfeffer 2 Quality – delivering high-quality goods and
(1998): services to customers.
● employment security; 3 Cost leadership – the planned result of
policies aimed at ‘managing away’ expense.
● selective hiring;
● self-managed teams; It was argued by Schuler and Jackson (1987) that to
achieve the maximum effect it is necessary to match
● high compensation contingent on
the role characteristics of people in an organization
performance;
with the preferred strategy.
● training to provide a skilled and motivated
workforce;
● reduction of status differentials; Strategic configuration
● sharing information. Another approach to best it is the proposition
that organizations will be more effective if they
adopt a policy of strategic coniguration (Delery
The best it model and Doty, 1996). This means matching their strat-
egy to one of the ideal types deined by theories
The best it model is in line with contingency theory. such as those produced by Miles and Snow (1978).
It emphasizes that HR strategies should be congru- They identiied the following four types of organ-
ent with the context and circumstances of the izations, classifying the irst three types as ‘ideal’
organization. ‘Best it’ can be perceived in terms organizations:
of vertical integration or alignment between the
organization’s business and HR strategies. There 1 Prospectors, which operate in an
are three models: life cycle, competitive strategy and environment characterized by rapid and
strategic coniguration. unpredictable changes. Prospectors have low
levels of formalization and specialization and
high levels of decentralization. They have
The life cycle model relatively few hierarchical levels.
The life cycle model is based on the theory that the 2 Defenders, which operate in a more stable
development of a irm takes place in four stages: and predictable environment than
start-up, growth, maturity and decline. This is in prospectors and engage in more long-term
line with product life cycle theory. The basic premise planning. They have more mechanistic or
of this model was expressed by Baird and bureaucratic structures than prospectors and
Meshoulam (1988: 117) as follows: obtain coordination through formalization,
centralization, specialization and vertical
Human resource management’s effectiveness differentiation.
depends on its it with the organization’s stage
of development. As the organization grows 3 Analysers, which are a combination of the
and develops, human resource management prospector and defender types. They operate
programmes, practices and procedures must in stable environments, like defenders, and
change to meet its needs. Consistent with growth also in markets where new products are
and development models it can be suggested that constantly required, like prospectors. They
human resource management develops through a are usually not the initiators of change, like
series of stages as the organization becomes more prospectors, but they follow the changes
complex. more rapidly than defenders.
4 Reactors, which are unstable organizations
existing in what they believe to be an
Best fit and competitive strategies unpredictable environment. They lack
Three strategies aimed at achieving competitive consistent well-articulated strategies and do
advantage were identiied by Porter (1985): not undertake long-range planning.
24 Part 1 The Practice of Human Resource Management
Critical evaluation of the best observed: ‘The inescapable conclusion is that what
is best depends.’ But there are limitations to the
practice and best it models concept. Paauwe (2004: 37) emphasized that: ‘It is
necessary to avoid falling into the trap of “contin-
The best practice model gent determinism” (ie claiming that the context
absolutely determines the strategy). There is, or
The notion of best practice assumes that there are
should be, room for making strategic choices.’
universally effective HR practices that can readily
There is a danger of mechanistically matching
be transferred. This rubric has been attacked by
HR policies and practices with strategy. It is not
a number of commentators. Cappelli and Crocker-
credible to claim that there are single contextual
Hefter (1996: 7) commented that the notion of
factors that determine HR strategy, and internal it
a single set of best practices has been overstated:
cannot therefore be complete. Purcell (1999: 35)
‘There are examples in virtually every industry of
pointed out that: ‘each irm has to make choices not
irms that have very distinctive management prac-
just on business and operational strategies but on
tices... Distinctive human resource practices shape
what type of HR system is best for its purposes’.
the core competencies that determine how irms
As Boxall (2007: 61) asserted: ‘It is clearly impossi-
compete.’
ble to make all HR policies relective of a chosen
Purcell (1999: 26) noted that ‘the search for best
competitive or economic mission.’ They may have
practice tends to take on the lavour of a moral
to it with social legitimacy goals. And Purcell
crusade’. He has also criticized the best practice or
(1999: 37) commented that: ‘The search for a
universalist view by pointing out the inconsistency
contingency or matching model of HRM is also
between a belief in best practice and the resource-
limited by the impossibility of modelling all the
based view, which focuses on the intangible assets,
contingent variables, the dificulty of showing their
including HR, that allow the irm to do better than
interconnection, and the way in which changes in
its competitors. He asked how can ‘the universalism
one variable have an impact on others.’
of best practice be squared with the view that only
Best it models tend to be static and don’t take
some resources and routines are important and
account of the processes of change. They neglect the
valuable by being rare and imperfectly imitable?’
fact that institutional forces shape HRM – it cannot
and stated that: ‘The claim that the bundle of best
be assumed that employers are free agents able to
practice HRM is universally applicable leads us into
make independent decisions.
a utopian cul-de-sac’ (ibid: 36). Boxall (2007: 5)
concluded that he was ‘deeply sceptical about claims
for universal applicability for particular HRM Conclusions
practices or clusters of practices [but] this does not
It is often said that best it is better than best
rule out the search for general principles in the
practice but this statement can only be accepted
management of work and people’.
with reservations. As Stavrou et al (2010: 952–53)
However, a knowledge of what is assumed to be
argued:
best practice can be used to inform decisions on
what practices are most likely to it the needs of the There may be merit in both approaches where
organization, as long as it is understood why a the debate is between general principles/bundles
particular practice should be regarded as a best (training and development, stafing, compensation
practice and what needs to be done to ensure that it and beneits, communication and participation,
will work in the context of the organization. Becker and planning) and the manner in which they are
and Gerhart (1996) argued that the idea of best carried out... It seems that the ‘best it’ and ‘best
practice might be more appropriate for identifying practice’ approaches of the HR-performance
the principles underlying the choice of practices, as relationship are not necessarily mutually exclusive.
opposed to the practices themselves. On the contrary, they may be combined to provide
a more holistic picture.
The best fit model This is particularly the case if the term ‘best prac-
The best it model seems to be more realistic than the tice’ is replaced by ‘good practice’, thus avoiding the
best practice model. As Dyer and Holder (1988: 31) notion of universality implied by the former term.
Chapter 2 Strategic HRM 25
For example, the meta-analysis carried out by can be devised that have a variety of uses, for ex-
Schmidt and Hunter (1998) established conclu- ample to specify recruitment standards, provide
sively that when selecting people, the best levels of a framework for structured interviews, identify
predictive validity are achieved by a combination learning and development needs and indicate the
of structured interviews and intelligence tests. But standards of behaviour or performance required.
a decision on what sort of structured interview Job evaluation can also be used to clarify and deine
should be adopted and whether or not to use intel- levels in an organization. Grade structures can deine
ligence tests would depend on the situation in career ladders in terms of competency requirements
which the decision was made. (career family structures) and thus provide the
basis for learning and development programmes.
Total reward approaches ‘bundle’ inancial and
Bundling non-inancial rewards together. High-performance
systems are in effect based on the principle of bun-
‘Bundling’ is the development and implementation dling because they group a number of HR practices
of several HR practices together so that they are together to produce synergy and thus increase their
interrelated and therefore complement and rein- impact.
force each other. This is the process of horizontal
integration, which is also referred to as the use of
‘complementarities’. Richardson and Thompson
Critical evaluation of bundling
(1999) suggested that a strategy’s success turns on Bundling sounds like a good idea. The research by
combining vertical or external it and horizontal or MacDufie (1995) and others has shown that bun-
internal it. They concluded that a irm with bundles dling can improve performance. But there are a
of associated HR practices should have a higher number of inhibiting factors, namely:
level of performance, provided it also achieves high
● deciding which bundles are likely to be best
levels of it with its competitive strategy.
– there is no evidence that one bundle is
Dyer and Reeves (1995: 656–57) noted that:
generally better than another;
‘The logic in favour of bundling is straightforward...
Since employee performance is a function of both ● actually linking practices together – it is
ability and motivation, it makes sense to have prac- always easier to deal with one practice at
tices aimed at enhancing both.’ Thus there are several a time;
ways in which employees can acquire needed skills ● managing the interdependencies between
(such as careful selection and training) and multiple different parts of a bundle;
incentives to enhance motivation (different forms ● convincing top management and line
of inancial and non-inancial rewards). Their study managers that bundling will beneit the
of various models listing HR practices that create organization and them.
a link between HRM and business performance
found that the activities appearing in most of the These can be overcome by dedicated HR profes-
models were involvement, careful selection, exten- sionals, but it is hard work. What can be done, with
sive training and contingent compensation. dificulty, is to ind ways in which different HR
The process of bundling HR strategies is an practices can support one another, as in the examples
important aspect of the concept of strategic HRM. given above.
In a sense, SHRM is holistic: it is concerned with the
organization as a total system or entity and addresses
what needs to be done across the organization as a
whole. It is not interested in isolated programmes HR strategies
and techniques, or in the ad hoc development of HR
strategies and practices. HR strategies indicate what the organization wants
Bundling can take place in a number of ways. to do about its human resource management policies
Competency frameworks (a set of deinitions of the and practices and how they should be integrated
competencies that describe the types of behaviour with the business strategy and each other. They set
required for the successful performance of a role) out aspirations that are expressed as intentions,
26 Part 1 The Practice of Human Resource Management
which are then converted into actions. As suggested arguments for a systematic approach to identifying
by Chesters (2011: 32), they should be regarded as strategic directions that can provide a framework
a statement of the organization’s collective endeav- for decision-making and action. The main argument
our. They are not just a laundry list of everything for articulating HR strategies is that unless you
that the organization would like to do. know where you are going, you will not know how
HR strategies were described by Dyer and to get there or when you have arrived.
Reeves (1995: 656) as ‘internally consistent bundles Because all organizations are different, all HR
of human resource practices’. Richardson and strategies are different. There is no such thing as
Thompson (1999: 3) observed that: a standard strategy. Research into HR strategy
conducted by Armstrong and Long (1994) and
A strategy, whether it is an HR strategy or any
Armstrong and Baron (2002) revealed many vari-
other kind of management strategy must have two
ations. Some strategies are simply very general
key elements: there must be strategic objectives
declarations of intent. Others go into much more
(ie things the strategy is supposed to achieve), and
there must be a plan of action (ie the means by detail. The two types of HR strategies are: 1) gen-
which it is proposed that the objectives will be eral strategies such as high-performance working;
met). 2) speciic strategies relating to the different aspects
of HRM such as learning and development and
Purcell (2001: 72) made the point that: ‘Strategy in reward.
HR, like in other areas, is about continuity and
change, about appropriateness in the circumstances,
but anticipating when the circumstances change. General HR strategies
It is about taking strategic decisions.’
General strategies describe the overall system or
The purpose of HR strategies is to articulate
bundle of complementary HR practices that the
what an organization intends to do about its HRM
organization proposes to adopt or puts into effect
policies and practices now and in the longer term
in order to improve organizational performance.
to ensure that they contribute to the achievement of
The three main approaches are summarized below.
business objectives. However, it is necessary to bear
in mind the dictum of Fombrun et al (1984) that
business and managers should perform well in the High-performance management
present to succeed in the future. High-performance management aims, through high-
HR strategies may be deined formally as part performance work systems (bundles of practices
of a strategic HRM process that leads to the devel- that enhance employee performance and facilitate
opment of overall or speciic strategies for imple- their engagement, motivation and skill enhance-
mentation by HR and, vitally, line managers. But an ment), to make an impact on the performance of the
organization that has developed an HR strategy will organization in such areas as productivity, quality,
not be practising SHRM unless that HR strategy levels of customer service, growth and proits. High-
has strategic relevance to the organization’s success. performance working practices include rigorous
As Wright and McMahan (1999: 52) indicated, HRM recruitment and selection procedures, extensive and
can only be considered to be strategic if ‘it enables relevant training and management development
an organization to achieve its goals’. activities, incentive pay systems and performance
Pettigrew and Whipp (1991: 30) emphasized management processes.
that strategy, ‘far from being a straightforward,
rational phenomenon, is in fact interpreted by
managers according to their own frame of refer- High-commitment management
ence, their particular motivations and information’. One of the deining characteristics of HRM is its
They were writing about business strategy, but the emphasis on the importance of enhancing mutual
same applies to HR strategy, which can appear commitment (Walton, 1985). High-commitment
through an emergent, evolutionary and possibly management has been described by Wood (1996)
unarticulated process inluenced by the business as: ‘A form of management which is aimed at eliciting
strategy as it develops and changes in the internal a commitment so that behaviour is primarily self-
and external environment. But there are still strong regulated rather than controlled by sanctions and
Chapter 2 Strategic HRM 27
pressures external to the individual, and relations the people, and I think that people tend to
within the organization are based on high levels of forget that they are the most important
trust.’ asset. Money is easy to get hold of, good
people are not. All we do in terms of training
High-involvement management and manpower planning is directly linked
to business improvement’ (managing
As deined by Benson et al (2006: 519): ‘High- director).
involvement work practices are a speciic set of
human resource practices that focus on employee
decision-making, power, access to information, Speciic HR strategies
training and incentives.’ Camps and Luna-Arocas
(2009: 1057) observed that: ‘High-involvement Speciic HR strategies set out what the organization
work practices aim to provide employees with the intends to do in areas such as:
opportunity, skills and motivation to contribute to ● Human capital management – obtaining,
organizational success in environments demanding analysing and reporting on data that informs
greater levels of commitment and involvement.’ The the direction of value-adding, people
term ‘high-involvement’ was used by Lawler (1986) management, strategic, investment and
to describe management systems based on commit- operational decisions.
ment and involvement, as opposed to the old
● Knowledge management – creating,
bureaucratic model based on control.
acquiring, capturing, sharing and using
knowledge to enhance learning and
performance.
Examples of general HR strategies
● Corporate social responsibility – a
● A local authority: as expressed by the chief commitment to managing the business
executive of this borough council, its HR ethically in order to make a positive impact
strategy is about ‘having a very strong focus on society and the environment.
on the overall effectiveness of the
● Engagement – the development and
organization, its direction and how it’s
implementation of policies designed to
performing; there is commitment to, and
increase the level of employees’ engagement
belief in, and respect for individuals, and I
with their work and the organization.
think that these are very important factors.’
● Organization development – the planning
● A public utility: ‘The only HR strategy you
and implementation of programmes designed
really need is the tangible expression of
to enhance the effectiveness with which
values and the implementation of values...
an organization functions and responds to
unless you get the human resource values
change.
right you can forget all the rest’ (managing
director). ● Resourcing – attracting and retaining
high-quality people.
● A manufacturing company: ‘The HR strategy
is to stimulate changes on a broad front ● Talent management – how the organization
aimed ultimately at achieving competitive ensures that it has the talented people it
advantage through the efforts of our people. needs to achieve success.
In an industry of fast followers, those who ● Learning and development – providing
learn quickest will be the winners’ (HR an environment in which employees are
director). encouraged to learn and develop.
● A retail stores group: ‘The biggest challenge ● Reward – deining what the organization
will be to maintain [our] competitive wants to do in the longer term to develop
advantage and to do that we need to and implement reward policies, practices and
maintain and continue to attract very high processes that will further the achievement of
calibre people. The key differentiator on its business goals and meet the needs of its
anything any company does is fundamentally stakeholders.
28 Part 1 The Practice of Human Resource Management
● Employee relations – deining the intentions The strategy provides direction to the company’s
of the organization about what needs to be talent, operational effectiveness and performance
done and what needs to be changed in the and reward agendas. The company’s underlying
ways in which the organization manages its thinking is that the people strategy is not for the
relationships with employees and their trade human resource function to own but is the respon-
unions. sibility of the whole organization, hence the title
● Employee well-being – meeting the needs of ‘Organization and People Strategy’.
employees for a healthy, safe and supportive
work environment. A government agency
The following are some examples of speciic HR The key components of the HR strategy are:
strategies. ● Investing in people – improving the level of
intellectual capital.
The Children’s Society ● Performance management – integrating the
values contained in the HR strategy into
● Implement the rewards strategy of the society performance management processes and
to support the corporate plan and secure the ensuring that reviews concentrate on how
recruitment, retention and motivation of well people are performing those values.
staff to deliver its business objectives.
● Job design – a key component concerned
● Manage the development of the human with how jobs are designed and how they
resources information system to secure relate to the whole business.
productivity improvements in administrative
● The reward system – in developing reward
processes.
strategies, taking into account that this is
● Introduce improved performance a very hard-driven business.
management processes for managers and
staff of the society.
A local authority
● Implement training and development that
The focus is on the organization of excellence.
supports the business objectives of the
The strategy is broken down into eight sections:
society and improves the quality of work
employee relations, recruitment and retention, train-
with children and young people.
ing, performance management, pay and beneits,
health and safety, absence management and equal
Diageo opportunities.
There are three broad strands to the Organization
and People Strategy:
Criteria for an efective HR strategy
1 Reward and recognition: use recognition and
reward programmes to stimulate outstanding An effective HR strategy is one that works in the
team and individual performance sense that it achieves what it sets out to achieve. Its
contributions. criteria are that it:
Questions
1 What is strategic HRM? 6 What is the best practice model and to what
2 What is strategic management? extent is it valid?
3 What is strategy? 7 What is the best it model and to what extent
is it valid?
4 What is the resource-based view?
8 What is bundling?
5 What is the meaning and signiicance of
strategic it? 9 What are HR strategies?
10 What are the criteria for an effective
HR strategy?
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34
03
Delivering HRM –
systems and roles
K e y Co n C e P t s a n d t e r m s
Business partner Professionalism
Centre of excellence Shared service centre
HR architecture Strategic business partner
HR delivery model The three-legged stool model
HR philosophies, policies, practices Transactional HR activities
HR system processes and programmes Transformational HR activities
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The framework for delivering HRM
● What the concept of HR architecture means
● What an HR system looks like
● The HR role of line managers
● The role and organization of the HR function
● The nature of an HR delivery model
● The role of HR professionals
36 Part 1 The Practice of Human Resource Management
Human Resource
Management
HR philosophies
External Internal
environment environment
HR strategies,
policies and
practices
Human capital Corporate social
management responsibility
Employee
Engagement
well-being
HR policies and
procedures
Employment
law compliance
e-HRM
38 Part 1 The Practice of Human Resource Management
of practice established by their research suggests on his work are not actually his idea at all but an
that ‘contextual variables dictate different roles interpretation of his writing.’ They noted that the
for the function and different practices of people irst reference to the three-legged stool was in an
management’. article by Johnson (1999: 44), two years after Ulrich
The organization and stafing of the HR function published his delivery model. In this article Johnson
clearly depend on the size of the business, the extent quoted David Hilborn, an associate of William
to which operations are decentralized, the type of Mercer, management consultants, as follows:
work carried out, the kind of people employed and The traditional design [of an HR department]
the role assigned to the HR function. A survey by typically includes a vice president of HR, then a
Incomes Data Services (IDS, 2010) found that the manager of compensation and beneits, a manager
overall median number of HR staff in the respond- of HRIS and payroll, a manager of employment
ing organizations was 14: in small and medium-sized and so on. However, the emerging model is more
companies (with 1–499 staff) the median number was like a three-legged stool. One leg of the stool
3.5, and in companies with 500 or more employees includes an administrative service centre which
it was 20. While, as would be expected, large organ- processes payroll, beneits and the like and focuses
izations employed more staff than small and medium- on eficiency in transaction functions. The second
sized enterprises (SMEs), they had on average fewer leg is a centre of excellence (or expertise) in which
HR staff per employee. For SMEs the median ratio of managers and specialists work. These employees
employees to HR staff was 62:1; in large employers concentrate on design rather than transactions and
it was 95:1. The overall ratio was 80:1. The IRS will have line managers as their customers. HR
2012 survey of HR roles and responsibilities found business partners make up the third leg. They are
that the median ratio of employees to HR practi- generalists who usually report to line managers
tioners was 80:1. and indirectly to HR. These employees don’t
A traditional organization might consist of an get involved in transactions, but instead act as
HR director responsible directly to the chief execu- consultants and planners, linking the business with
appropriate HR programmes.
tive, with functional heads dealing, respectively,
with recruitment and employment matters, learning This exposition provided the blueprint for all sub-
and development, and reward management. Crail sequent versions of the model, which has evolved as
(2006: 15) used the responses from 179 organiza- follows:
tions to an IRS survey of the HR function to produce
● Centres of expertise – these specialize in the
a model of an HR department. He suggested that
provision of high-level advice and services
this ‘might consist of a team of 12 people serving a
on key HR activities. The CIPD survey on
workforce of around 1,200. The team would have
the changing HR function (CIPD, 2007)
a director, three managers, one supervisor, three HR
found that they existed in 28 per cent of
oficers and four assistants. It would include a
respondents’ organizations. The most
number of professionally qualiied practitioners,
common expertise areas were training and
particularly at senior level’. However, there is no
development (79 per cent), recruitment
such thing as a typical HR function, although the
(67 per cent), reward (60 per cent) and
‘three-legged stool’ model as described below has
employee relations (55 per cent).
attracted a lot of attention.
● Strategic business partners – these work with
line managers to help them reach their goals
through effective strategy formulation and
The three-legged stool model execution. They are often ‘embedded’ in
The notion of delivering HRM through three major business units or departments.
areas – centres of expertise, business partners and ● HR shared service centres – these handle all
HR shared service centres – emerged from the HR the routine ‘transactional’ services across the
delivery model produced by Ulrich (1997, 1998), business, which include such activities as
although, as reported by Hird et al (2010: 26): recruitment, absence monitoring and advice
‘Ulrich himself has gone on record recently to state on dealing with employee issues such as
that the structures being implemented by HR based discipline and absenteeism.
40 Part 1 The Practice of Human Resource Management
● A lack of skill on the part of line managers ● plan the implementation, phasing it as
to make the required shift to greater required to avoid any disruption;
responsibility for people issues implied by ● monitor implementation to ensure that it is
the new model. going according to plan.
Chapter 3 Delivering HRM – Systems and Roles 41
C a s e s t u d I e s o n t h e o rg a n I z at I o n o F t h e h r F u n C t I o n
The HR shared services model at PwC consists of transac- annual budgeting process all are looked at together as part
tional and professional areas. Transactional functions include of the HR shared services function.
payroll, benefits administration and the joiners/leavers pro- The result of introducing the centres of expertise has
cess department. The transactional functions also provide been that specialist knowledge is now organized into
services for their professional counterparts. In contrast, discrete units enabling know-how and experience to be
professional areas organized into centres of expertise include more easily shared. The new structure means there is
functions such as recruitment, learning and development, less duplication and the improved efficiencies allow more
reward, diversity, and legal and advisory. time to be dedicated to strategic issues. Additionally, a
The centres of expertise sit within the central human decrease in costs has been achieved via a combination of
capital services centre but there are definite lines between reductions in headcount, economies of scale and related
them. Every centre of expertise is a cost centre, but for the efficiencies.
3 HR vision – a set of values and beliefs that to be quite clear cut, but Thurley (1981) pointed out
afirm the legitimacy of the HR function as a that HR practitioners can be specialists in ambiguity.
strategic business partner. This continues in the age of Ulrich. As Hope-Hailey
4 HR expertise – the knowledge and skills that et al (2005: 51) commented: ‘Ulrich highlighted that
deine the unique contribution the HR HR professionals must be both strategic and opera-
professional can make to effective people tional, yet the potential role conlict this could
management. engender was not addressed.’ Caldwell (2004: 212)
reached the following conclusions on the basis of
his research:
There is the issue of ‘powerlessness’ or the
Carrying out the role of the marginality of HR practitioners in management
decision-making processes, especially at a strategic
HR professional level. The HR function has an inward-looking
tendency to identify professional expertise
How HR professionals carry out these roles de- mainly with administrative concerns over who
pends on the context in which they work (the culture controls HR activities, rather than questions
of the organization, the types of activities it carries of HR practices or who has responsibility for
out and the requirements of senior management), implementing HR policy.
their skills and disposition and, importantly, the
The dificulties that HR professionals face in dealing
values they adopt. They will be affected by ambigu-
with ambiguity was well described by Guest and
ity and questions on the status of the profession and
King (2004: 421):
what is involved in being a professional. All this
demands competency in a number of areas and Much management activity is typically messy and
requirements to adopt certain behaviours. ambiguous. This appears to apply more strongly to
people management than to most other activities.
By implication, the challenge lies not in removing
The values of HR or resolving the ambiguities in the role [of HR
professionals] but in learning to live with them.
The most important aspect of values is the ethical To succeed in this requires skills in inluencing,
stance HR people take in promoting people man- negotiating and learning when to compromise.
agement policies and practices that are just, fair For those with a high tolerance of ambiguity,
and take account of the interests of employees as the role of HR specialist, with its distinctive
well as those of the business. The pressure on HR opportunity to contribute to the management of
practitioners in the private sector is to promote the people in organizations, offers unique challenges;
interests of the business and thus increase share- for those only comfortable if they can resolve
holder value. In the public sector, the pressure is to the ambiguities, the role may become a form of
promote the aims of the organization. The problem purgatory.
is that, as observed by Parkes and Davis (2013:
2413): ‘HR seems wedded to its allegiance to pro-
itability and distancing itself from any connections The status of HR
with welfare.’ They also note that: ‘The economic
drivers for organizations are important but the Over the years, the HR profession has suffered from
danger of relying only on the business-case is that an inferiority complex. This may arise because the
ethics and responsibility become optional.’ role of HR professionals is ill-deined (they are un-
sure of where they stand), their status is not fully
recognized, or top management and line managers
Ambiguities in the role of HR have equivocal views about their value to the
organization. Tyson and Fell (1986: 68) remarked
practitioners that ‘the ambiguous character of their work con-
The activities and roles of HR specialists and the tributes to the problems of convincing others of its
demands made upon them as described above appear value’.
Chapter 3 Delivering HRM – Systems and Roles 47
Long ago Drucker (1955: 243) observed that: They also commented that: ‘Exhortations for HR
‘The constant worry of all personnel administrators practitioners to pursue strategic roles and down-
is their inability to prove that they are making a con- play their historically embedded administrative
tribution to the organization.’ Skinner (1981: 106) and employee championing pose a serious threat to
in his Harvard Business Review article, ‘Big hat no the integrity of HR work and claims to professional
cattle’, stated that ‘the corporate role of personnel expertise’ (ibid: 894).
has always been problematic’; and Tyson and Fell
(1986: 136) argued that: ‘Classical personnel man-
agement has not been granted a position in decision- What it means to be an HR
making circles because it has frequently not earned
one. It has not been concerned with the totality of professional
the organization but often with issues which have Professionalism in HR as in other ields can be de-
not only been parochial but esoteric to boot.’ ined generally as the conduct exhibited by people
Watson (1996) referred to the perpetual margin- who are providing advice and services that require
ality of the HR function and Caldwell (2004: 212) expertise and that meet deined or generally accepted
raised the ‘issue of “powerlessness” or the marginality standards of behaviour. Work done by a profes-
of HR practitioners in management decision-making sional is usually distinguished by its reference to
processes’. a framework of fundamental concepts that relect
Traditionally, the HR practitioner’s reaction to the skilful application of specialized education, train-
this problem has been, in the words of Drucker (1955: ing and experience. It is accompanied by a sense of
243) to ‘search for a “gimmick” that will impress responsibility and an acceptance of recognized
their management colleagues’. This was later called standards. Even more loosely, people can be described
adopting ‘the lavour of the month’. HR professionals as acting ‘professionally’ when they do their work
have now become more sophisticated. They have well and act responsibly.
enthusiastically supported approaches that appeal Professionalism in HR means working in accord-
to management such as engagement policies and ance with a professional ethos. As suggested by
talent management. And in the UK, CIPD spends Fletcher (2004) this is characterized by:
a lot of time attempting to boost the status of the
HR profession by stressing the strategic and busi- ● the possession of specialized knowledge
ness partner role of practitioners. and skills;
But research conducted by Guthrie et al (2011:
● power and status based on expertise;
1681) conirmed that: ‘HR departments are still
often viewed, collectively, as a function that is more ● self-discipline and adherence to some
bureaucratic than strategic.’ They noted previous aspirational performance standards;
research, which has shown that ‘it is this role – the ● the opportunity to display high levels of
strategic role – in which line executives believe that autonomy;
HR is particularly deicient’ (ibid: 1682). The fol-
● the ability to apply some independence
lowing perceptive comment was made on this trend
of judgement;
by Keegan and Francis (2010: 878):
● operating, and being guided by, a code of
Bearing in mind the history of HR practitioners’ ethics.
struggles for acceptance as key organizational
players it is hardly surprising that a way of HR professionals are required to uphold the stand-
discursively modelling the concept of HR as ‘hard’ ards laid down by their professional body, the CIPD,
and relating it to others concepts such as ‘business but they must also adhere to their own ethical values.
driven agendas’ and ‘strategic management’, has Additionally, they are bound by organizational codes
become so popular. It offers perhaps a way out of conduct expressed formally or accepted and under-
of the dualism when they seek to claim a share of stood as core values (the basic values adopted by
strategic decision making while at the same time an organization that set out what is believed to be
struggling to attend to the employee centred and important about how people and organizations
administrative aspects of the role. should behave).
48 Part 1 The Practice of Human Resource Management
HR competencies HR behaviours
The demands made on HR professionals in terms The CIPD’s HR profession map irst issued in June
of skills and expected behaviours are considerable 2009 (CIPD, 2013) listed the following behaviours
although, nowadays, as Keegan and Francis (2010: needed by HR professionals to carry out their
884) commented, ‘Success in HR roles is measured activities:
in terms of developing an effective business rather
● curious;
than people skills.’ Brockbank et al (1999) con-
ducted research that led to a deinition of the key ● decisive thinker;
HR competency ‘domains’ and their components, ● skilled inluencer;
as set out in Table 3.1. ● driven to deliver;
● collaborative;
● personally credible;
● courage to challenge;
● role model.
Competency Components
domain
1 Personal credibility Live the firm’s values, maintain relationships founded on trust, act with
an ‘attitude’ (a point of view about how the business can win, backing up
opinion with evidence).
2 Ability to manage Drive change: ability to diagnose problems, build relationships with clients,
change articulate a vision, set a leadership agenda, solve problems and implement
goals.
3 Ability to manage Act as ‘keepers of the culture’, identify the culture required to meet the
culture firm’s business strategy, frame culture in a way that excites employees,
translate desired culture into specific behaviours, encourage executives to
behave consistently with the desired culture.
The HR system
Professionalism in HR
The HR system as part of the HR architecture
Professionalism is defined generally as the
consists of the interrelated and jointly supportive
conduct exhibited by people who are providing
HR activities and practices, which together enable
advice and services that require expertise and
HRM goals to be achieved.
that meet defined or generally accepted standards
of behaviour. HR professionals are required to uphold
The HR delivery model the standards laid down by their professional body,
The HR delivery model describes how those services the CIPD, but they must also adhere to their own
are delivered by the HR function. The best known ethical values.
model was produced by Ulrich in 1998; he suggested
that HR could be delivered by specialists in four The HR role of line managers
ways: strategic partner, administrative expert,
employee champion and change agent. Line managers play a crucial role in implementing
HR policies but they are not always committed or
The ‘three-legged stool’ model of qualified to do so.
the HR function
This model identifies three areas of HR activity:
centres of expertise, strategic business partners
and shared service centres.
Chapter 3 Delivering HRM – Systems and Roles 51
Questions
1 How is HRM delivered? 7 What are the main roles of HR
2 What is HRM architecture? professionals?
3 What is an HR system? 8 What are the key HR competency domains
or areas identiied by Brockbank and his
4 What are the key HR practices?
colleagues?
5 What is the HR delivery model?
9 What does professionalism in HR involve?
6 What is the ‘three-legged stool’ model for
10 What is the HR role of line managers?
organizing the HR function?
References
Becker, B E and Huselid, M A (1998) High Chartered Institute of Personnel and Development
performance work systems and irm performance: (2013) HR Profession Map, http://www.cipd.co.uk/
a synthesis of research and managerial hr-profession-map-download.aspx [accessed
implications, Research on Personnel and Human 25 January 2013]
Resource Management, 16, pp 53–101 Crail, M (2006) HR roles and responsibilities 2006:
Becker, B E and Huselid, M A (2006) Strategic human benchmarking the HR function, IRS Employment
resource management: where do we go from here? Review 839, 20 January, pp 9–15
Journal of Management, 32 (6), pp 898–925 Drucker, P (1955) The Practice of Management,
Becker, B E, Huselid, M A and Ulrich, D (2001) London, Heinemann
The HR Score Card: Linking people, strategy, Fletcher, C (2004) Appraisal and Feedback: Making
and performance, Boston, MA, Harvard Business performance review work, 3rd edn, London, CIPD
School Press Francis, H and Keegan, A (2006) The changing face
Boselie, P, Dietz, G and Boon, C (2005) of HRM: in search of balance, Human Resource
Commonalities and contradictions in HRM and Management Journal, 16 (3), pp 231–49
performance research, Human Resource Gratton, L (2003) The Humpty Dumpty effect: a view
Management Journal, 15 (3), pp 67–94 of a fragmented HR function, People Management,
Brockbank, W, Ulrich, D and Beatty, D (1999) HR 5 January, p 18
professional development: creating the future Guest, D E (1991) Personnel management: the end of
creators at the University of Michigan Business orthodoxy, British Journal of Industrial Relations,
School, Human Resource Management, 38, 29 (2), pp 149–76
Summer, pp 111–17 Guest, D E and King, Z (2004) Power, innovation and
Caldwell, R (2001) Champions, adapters, consultants problem-solving: the personnel managers’ three
and synergists: the new change agents in HRM, steps to heaven?, Journal of Management Studies,
Human Resource Management Journal, 11 (3), 41 (3), pp 401–23
pp 39–52 Guthrie, J P, Flood, P C, Liu, W, MacCurtain, S and
Caldwell, R (2004) Rhetoric, facts and self-fulilling Armstrong, C (2011) Big hat no cattle? The
prophesies: exploring practitioners’ perceptions relationship between the use of high performance
of progress in implementing HRM, Industrial work systems and managerial perceptions of HR
Relations Journal, 35 (3), pp 196–215 departments, The International Journal of Human
Chartered Institute of Personnel and Development Resource Management, 22 (8), pp 1672–85
(2002) Employment Law: Survey report. Hesketh, A and Hird, M (2010) Using relationships
London, CIPD between leaders to leverage more value from
Chartered Institute of Personnel and Development people: building a golden triangle, in (eds)
(2007) The Changing HR Function, London, CIPD P Sparrow, A Hesketh, M Hird and C Cooper,
Chartered Institute of Personnel and Development Leading HR, Basingstoke, Palgrave Macmillan,
(2010) CIPD Next Generation, London, CIPD pp 103–21
52 Part 1 The Practice of Human Resource Management
04
HRM and
performance
K e y Co n C e P t s a n d t e r m s
The black box
Causal ambiguity
High-performance culture
High-performance work system
HR value chain
Performance management
Reversed causality
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● What impact HRM can make on performance
● How HRM makes that impact
● The nature of a high-performance culture
● How a high-performance work system functions
● The role of performance management
● How HR can contribute
54 Part 1 The Practice of Human Resource Management
Patterson et al The research examined the link HR practices explained significant variations in
(1997) between business performance profitability and productivity (19% and 18%
and organization culture and the respectively). Two HR practices were particularly
use of a number of HR significant: 1) the acquisition and development of
practices. employee skills, and 2) job design including
flexibility, responsibility and variety.
Guest et al An analysis of the 1998 WERS A strong association exists between HRM and
(2000a) survey, which sampled some both employee attitudes and workplace
2,000 workplaces and obtained performance.
the views of about 28,000
employees.
Thompson A study of the impact of The number of HR practices and the proportion
(2002) high-performance work of the workforce covered appeared to be the key
practices such as teamworking, differentiating factor between more and less
appraisal, job rotation, broad- successful firms.
banded grade structures and
sharing of business information
in UK aerospace
establishments.
Purcell et al A University of Bath longitudinal The most successful companies had ‘the big
(2003) study of 12 companies to idea’. They had a clear vision and a set of
establish how people integrated values. They were concerned with
management impacts on sustaining performance and flexibility. Clear
organizational performance. evidence existed between positive attitudes
towards HR policies and practices, levels of
satisfaction, motivation and commitment, and
operational performance. Policy and practice
implementation (not the number of HR practices
adopted) is the vital ingredient in linking people
management to business performance and this
is primarily the task of line managers.
56 Part 1 The Practice of Human Resource Management
ta b L e 4 .1 Continued
Birdi et al (2008) A longitudinal research study It was found that the impact of empowerment
by the Institute of Work (job enrichment) was to produce a gain of
Psychology, University of nearly 7% of value added per employee,
Sheffield covering 308 while the gain for extensive training was nearly
companies over 22 years, 6%. But teamwork did not make a significant
designed to establish the impact, neither did total quality management or
impact of various HRM and just-in-time.
operational practices on
company productivity.
Observable ? Measurable
ta b L e 4 .2 Components of an HPWS
But research conducted by Sung and Ashton (2005), Godard (2004) commented, these lists are no more
Combs et al (2006) and Ericksen (2007) indicated than bundles of long-accepted good personnel prac-
that an HPWS can signiicantly improve perform- tices. Perhaps the virtue of the HPWS model is
ance. Even so, it is still possible to have reservations simply that it makes people think about what can be
about causality and there seems to be no agreement done to improve performance and how the various
on what constitutes an HPWS except for variable approaches can be linked together in a cohesive
lists of ‘best practices’ – a dubious concept. As action programme.
Chapter 4 HRM and Performance 61
Halo Foods A strategy that maintains competitiveness by increasing added value through the
efforts and enhanced capability of all staff.
The integration of technical advance with people development.
Continuing reliance on teamworking and effective leadership, with innovation and
self- and team management skills.
Land Registry Organizational changes to streamline processes, raise skill levels and release talents.
Managers who could see that the problems were as much cultural as organizational.
Recruitment of people whose attitudes and aptitudes match the needs of
high-performance work practices.
Meritor Heavy Skill enhancement, particularly of management and self-management skills using
Vehicle Braking competence frameworks.
Systems Teamworking skills and experience used on improvement projects.
Linking learning, involvement and performance management.
an impact
Performance management
Guest (1997: 268) stated that: ‘The assumption is that
“appropriate” HRM practices tap the motivation and Performance management can contribute to the
commitment of employees.’ development of a high-performance culture by
An explanation of the impact of HRM is based on delivering the message in an organization that high
three propositions: 1) that HR practices can make performance is important.
a direct impact on employee characteristics such as
engagement, commitment, motivation and skill; 2) if The contribution of HR
employees have these characteristics it is probable
HR can contribute to enhancing organizational
that organizational performance in terms of
performance by providing insight on the performance
productivity, quality and the delivery of high levels of
issues affecting the organization and its employees.
customer service will improve; and 3) if such aspects
of organizational performance improve, the financial
results achieved by the organization will improve.
Questions
1 How does HRM make an impact on 4 What are the typical features of a high-
performance? performance work system?
2 What is a high-performance culture? 5 How can performance management contribute?
3 What is a high-performance work system?
64 Part 1 The Practice of Human Resource Management
References
Alvesson, M (2009) Critical perspectives on strategic Guest, D E (1997) Human resource management
HRM, in (eds) J Storey, P M Wright and D Ulrich, and performance; a review of the research agenda,
The Routledge Companion to Strategic Human The International Journal of Human Resource
Resource Management, Abingdon, Routledge, Management, 8 (3), 263–76
pp 53–68 Guest, D E (2011) Human resource management
Appelbaum, E, Bailey, T, Berg, P and Kalleberg, A L and performance: still searching for some answers,
(2000) Manufacturing Advantage: Why high Human Resource Management Journal, 21 (1),
performance work systems pay off, Ithaca, NY, pp 3–13
ILR Press Guest, D E and Conway, N (2011) The impact of HR
Becker, B E and Huselid, M A (1998) High practices, HR effectiveness and a ‘strong HR
performance work systems and irm performance: system’ on organizational outcomes: a stakeholder
a synthesis of research and managerial perspective, The International Journal of Human
implications, Research on Personnel and Human Resource Management, 22 (8), pp 1686–702
Resource Management, 16, pp 53–101 Guest, D E, Michie, J, Sheehan, M and Conway, N
Becker, B E, Huselid, M A, Pickus, P S and Spratt, (2000a) Employee Relations, HRM and Business
M F (1997) HR as a source of shareholder value: Performance: An analysis of the 1998 Workplace
research and recommendations, Human Resource Employee Relations Survey, London, CIPD
Management, Spring, 36 (1), pp 39–47 Guest, D E, Michie, J, Sheehan, M, Conway, N and
Birdi, K, Clegg, C, Patterson, M, Robinson, A, Stride, Metochi, M (2000b) Effective People
C B, Wall, T D and Wood, S J (2008) The impact Management: Initial indings of Future of Work
of human resource and operational management survey, London, CIPD
practices on company productivity: a longitudinal Nishii, L, Lepak, D and Schneider, B (2008) Employee
study, Personnel Psychology, 61 (3), pp 467–501 attributions of the ‘why’ of HR practices: their
Boselie, P, Dietz, G and Boon, C (2005) affects on employee attitudes and behaviours, and
Commonalities and contradictions in HRM and customer satisfaction, Personnel Psychology,
performance research, Human Resource 61 (3), pp 503–45
Management Journal, 15 (3), pp 67–94 Paauwe, J (2004) HRM and Performance: Achieving
Bowen, D and Ostroff, C (2004) Understanding long-term viability, Oxford, Oxford University
HRM – irm performance linkages: the role of the Press
‘strength’ of the HRM system, Academy of Patterson, M G, West, M A, Lawthom, R and Nickell,
Management Review, 29 (2), pp 203–21 S (1997) Impact of People Management Practices
Combs, J, Liu, Y, Hall, A and Ketchen, D (2006) How on Performance, London, IPD
much do high performance work practices matter? Pfeffer, J (1998) The Human Equation, Boston, MA,
A meta-analysis of their effects on organizational Harvard Business School Press
performance, Personnel Psychology, 59 (3), Purcell, J, Kinnie, K, Hutchinson, R, Rayton, B and
pp 501–28 Swart, J (2003) Understanding the People and
Ericksen, J (2007) High performance work systems: Performance Link: Unlocking the black box,
dynamic workforce alignment and irm London, CIPD
performance, Academy of Management Ramsay, H, Scholarios, D and Harley, B (2000)
Proceedings, pp 1–6 Employees and high performance work systems:
Gephart, M A (1995) The road to high performance: testing inside the black box, British Journal of
steps to create a high performance workplace, Industrial Relations, 38 (4), pp 501–31
Training and Development, June, p 29 Shih, H-A, Chiang, Y-H and Hsu, C-C (2005)
Godard, J (2001) Beyond the high performance Can high performance work systems really lead to
paradigm? An analysis of variation in Canadian better performance?, Academy of Management
managerial perceptions of reform programme Conference Paper, pp 1–6
effectiveness, British Journal of Industrial Stevens, J (2005) High Performance Wales: Real
Relations, 39 (1), pp 25–52 experiences, real success, Cardiff, Wales
Godard, J (2004) A critical assessment of the high Management Council
performance paradigm, British Journal of Storey, J, Wright, P M and Ulrich, D (2009)
Industrial Relations, 42 (2), pp 349–78 Introduction, in (eds) J Storey, P M Wright and
Chapter 4 HRM and Performance 65
D Ulrich, The Routledge Companion to Strategic Ulrich, D (1997) Human Resource Champions,
Human Resource Management, Abingdon, Boston, MA, Harvard Business School Press
Routledge, pp 3–13 US Department of Labor (1993) High Performance
Sung, J and Ashton, D (2005) High Performance Work Practices and Work Performance,
Work Practices: Linking strategy and skills to Washington, DC, US Government Printing Ofice
performance outcomes, DTI in association with West, M A, Borrill, C S, Dawson, C, Scully, J, Carter,
CIPD, available at http://www.cipd.co.uk/subjects/ M, Anclay, S, Patterson, M and Waring, J (2002)
corpstrtgy/ The link between the management of employees
Thompson, M (2002) High Performance Work and patient mortality in acute hospitals,
Organization in UK Aerospace, London, The International Journal of Human Resource
Society of British Aerospace Companies Management, 13 (8), pp 1299–310
Thompson, M and Heron, P (2005) Management Wortzel-Hoffman, N and Boltizar, S (2007)
capability and high performance work Performance and development planning: a culture
organization, International Journal of Human shift perspective, Organization Development
Resource Management, 16 (6), pp 1029–48 Journal, 25 (2), pp 195–200
66
05
Human capital
management
K e y Co n C e P t s a n d t e r m s
Balanced scorecard Human process advantage
Human capital Intangible resources
Human capital advantage Intellectual capital
Human capital index – Watson Wyatt Metrics
Human capital management Organizational capital
Human capital measurement Organizational performance model
Human capital monitor – Andrew – Mercer HR Consulting
Mayo Social capital
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The nature of human capital ● Reasons for interest in human capital
management measurement
● The concept of human capital ● Approaches to measurement
● Characteristics of human capital ● Measurement elements
● Constituents of human capital ● Factors affecting choice of
● Signiicance of human capital theory measurement
● Importance of human capital ● Criteria for HCM data for managers
measurement
68 Part 1 The Practice of Human Resource Management
He also noted that: ‘Attributes... which are valuable carrying out their role (discretionary behaviour refers
and can be augmented by appropriate investment will to the discretion that people at work can exercise
be treated as human capital... Consider all human about the way they do their jobs and the amount
abilities to be either innate or acquired’ (ibid: 21). of effort, care, innovation and productive behaviour
A later detailed deinition was put forward by they display). They can also choose whether or not
Bontis et al (1999). to remain with the organization.
1997), but the term ‘organizational capital’ is pre- Human capital measurement is about inding links,
ferred by Youndt because, he argues, it conveys more correlations and, ideally, causation, between different
clearly that this is the knowledge that the organiza- sets of (HR) data, using statistical techniques.
tion actually owns.
Measures are less important than the activity The human capital monitor –
of measuring – of continuously developing and
reining our understanding of the productive Andrew Mayo
role of human capital within particular settings, Andrew Mayo (2001) has developed the ‘human
by embedding such activities in management capital monitor’ to identify the human value of the
practices, and linking them to the business enterprise or ‘human asset worth’, which is equal to
strategy of the irm. ‘employment cost × individual asset multiplier’. The
latter is a weighted average assessment of capability,
potential to grow, personal performance (contribu-
Approaches to measurement tion) and alignment to the organization’s values set
Three approaches to measurement are described in the context of the workforce environment (ie how
below. leadership, culture, motivation and learning are driv-
ing success). The absolute igure is not important.
What does matter is that the process of measure-
The human capital index – Watson ment leads you to consider whether human capital
Wyatt is suficient, increasing, or decreasing, and highlights
On the basis of a survey of companies that have issues to address. Mayo advises against using too
linked together HR management practices and market many measures and instead to concentrate on a few
value, Watson Wyatt Worldwide (2002) identiied organization-wide measures that are critical in
four major categories of HR practice that could be creating shareholder value or achieving current and
linked to increases in shareholder value creation. future organizational goals.
These are: He believes that value added per person is a good
measure of the effectiveness of human capital, espe-
● total rewards and accountability: cially for making inter-irm comparisons. But he
16.5 per cent; considers that the most critical indicator for the value
● collegial, lexible workforce: 9.0 per cent; of human capital is the level of expertise possessed
● recruiting and retention excellence: by an organization. He suggests that this could be
7.9 per cent; analysed under the headings of identiied organ-
izational core competencies. The other criteria he
● communication integrity: 7.1 per cent. mentions are measures of satisfaction derived from
employee opinion surveys and levels of attrition and
The organizational performance absenteeism.
model – Mercer HR Consulting
As described by Nalbantian et al (2004) the organ- Measurement data
izational performance model developed by Mercer
HR Consulting is based on the following elements: The main HCM data used for measurement are:
people, work processes, management structure, ● Basic workforce data – demographic data
information and knowledge, decision-making and (numbers by job category, sex, race, age,
rewards, each of which plays out differently within disability, working arrangements, absence
the context of the organization, creating a unique and sickness, turnover and pay).
DNA. ● People development and performance data
The statistical tool ‘Internal Labour Market – learning and development programmes,
Analysis’ used by Mercer draws on the running record performance management/potential
of employee and labour market data to analyse the assessments, skills and qualiications.
actual experience of employees rather than stated HR ● Perceptual data – attitude/opinion surveys,
programmes and policies. Thus gaps can be ident- focus groups, exit interviews.
iied between what is required in the workforce to
● Performance data – inancial, operational
support business goals and what is actually being
and customer.
delivered.
A summary of human capital measures and their
possible uses is given in Table 5.1.
72 Part 1 The Practice of Human Resource Management
Attrition – employee turnover rates for Indicate areas where steps have to be taken to increase
different categories of management and retention rates
employees Provide a basis for assessing levels of commitment
Attrition – cost of Support business case for taking steps to reduce attrition
Absenteeism/sickness rates Identify problems and need for more effective attendance
management policies
Total payroll costs (pay and benefits) Provide data for productivity analysis
Compa-ratio – actual rates of pay as Enable control to be exercised over management of pay
a percentage of policy rates structure
Percentage of employees in different Demonstrate the extent to which the organization believes
categories of contingent pay or that pay should be related to contribution
payment-by-result schemes
Total pay review increases for Compare actual with budgeted payroll increase costs
different categories of employees as Benchmark pay increases
a percentage of pay
ta b L e 5 .1 Continued
Outcome of equal pay reviews Reveal pay gap between male and female employees
Personal development plans completed Indicate level of learning and development activity
as a percentage of employees
Training hours per employee Indicate actual amount of training activity (note that this does
not reveal the quality of training achieved or its impact)
Percentage of managers taking part in Indicate level of learning and development activity
formal management development
programmes
Accident severity and frequency rates Assess health and safety programmes
Internal reporting
Analysing and reporting human capital data to top
External reporting
management and line managers leads to informed The EC Accounts Modernization Directive requires
decision-making about what needs to be done to companies to prepare a business review. This has to
improve business results, the ability to recognize disclose information that is necessary for under-
problems and take action to deal with them, and the standing the development, performance or position
scope to demonstrate the effectiveness of HR solu- of the business of the company, including the analysis
tions and thus support the business case for greater of key inancial and other performance indicators,
74 Part 1 The Practice of Human Resource Management
and information relating to environmental and em- It is not dificult to record and report on basic data
ployee matters, social and community issues, and and, although analytical ability is necessary, the level
any policies of the company in relation to these required should be possessed by any HR professional.
matters and their effectiveness. At the beginning of the journey an organization
may do no more than collect basic HR data on, for
instance, employee turnover and absence. But any-
one who goes a little bit further and analyses that
Introducing HCM data to draw conclusions on trends and causation
– leading to proposals on the action required sup-
As Baron and Armstrong (2007) observed, the devel- ported by that analysis – is into HCM. Not in a big
opment of HCM should be regarded as a journey. way perhaps, but it is a beginning. At the other end
It is not an all-or-nothing affair. It does not have to of the scale there are the highly sophisticated ap-
depend on a state-of-the-art HR database or the pos- proaches to HCM operated by such organizations
session of advanced expertise in statistical analysis. as Nationwide and Standard Chartered Bank.
h C m C a s e s t u d I e s o n a P P ro aC h e s to m e a s u r e m e n t
Nationwide feeds its human capital information into an indicators to give each business unit an idea of how they
intranet-based information system that gives users an are faring on a number of key drivers of employee commit-
assessment of how they are doing against a number of ment. This is backed up with advice on how improvements
indicators. It uses a dashboard of red, amber and green might be made.
Measurement elements
Constituents of human capital
Workforce data, people development data,
Human capital consists of intellectual capital, social perceptual data and performance data.
capital and organizational capital.
Factors afecting choice of
Signiicance of human capital measurement
Human capital theory regards people as assets and ● Type of organization; its business goals and
stresses that investment by organizations in people
drivers.
will generate worthwhile returns.
● The existing key performance indicators (KPIs).
Importance of human capital ● Use of balanced scorecard.
measurement ● The availability, use and manageability of data.
Measuring and valuing human capital is an aid to
people management decision-making.
Criteria for HCM data as a guide to
managers
Reasons for interest in human capital Data will only be useful for managers if:
measurement ● it is credible, accurate and trustworthy;
● Human capital constitutes a key element of the ● they understand what it means for them;
market worth of a company.
● it is accompanied by guidance as to what action
● People in organizations add value. can be taken;
● Focus attention on what needs to be done to ● they have the skills and abilities to understand
make the best use of its human capital. and act upon it.
76 Part 1 The Practice of Human Resource Management
Questions
1 What is human capital management? 6 What is human capital measurement?
2 What is human capital? 7 Why is human capital measurement
3 What is intellectual capital? important?
4 What is social capital? 8 What is the main human capital management
5 What is organizational capital? data used for measurement?
References
Accounting for People Task Force (2003) Accounting Nalbantian, R, Guzzo, R A, Kieffer, D and Doherty, J
for People, London, DTI (2004) Play to Your Strengths: Managing your
Baron, A and Armstrong, M (2007) Human Capital internal labour markets for lasting competitive
Management: Achieving added value through advantage, New York, McGraw-Hill
people, London, Kogan Page Putnam, R D (1996) The strange disappearance of
Bontis, N, Dragonetti, N C, Jacobsen, K and Roos, G civic America, The American Prospect, Winter,
(1999) The knowledge toolbox: a review of the pp 34–48
tools available to measure and manage intangible Scarborough, H and Elias, J (2002) Evaluating
resources, European Management Journal, 17 (4), Human Capital, London, CIPD
pp 391–402 Schultz, T W (1961) Investment in human capital,
CFO Research Services (2003) Human Capital American Economic Review, 51, March, pp 1–17
Management: The CFO’s perspective, Boston, MA, Schultz, T W (1981) Investing in People: The
CFO Publishing economics of population quality, Los Angeles, CA,
Davenport, T O (1999) Human Capital, San University of California Press
Francisco, CA, Jossey-Bass Watson Wyatt Worldwide (2002) Human Capital
Edvinson, L and Malone, M S (1997) Intellectual Index: Human capital as a lead indicator of
Capital: Realizing your company’s true value by shareholder value, Washington, DC, Watson Wyatt
inding its hidden brainpower, New York, Harper Worldwide
Business Wright, P M and McMahan, G C (2011) Exploring
Hartley, V (2005) Open for Business: HR and human human capital: putting human back into strategic
capital reporting, Brighton, IES human resource management, Human Resource
Kearns, P (2005) Evaluating the ROI from Learning, Management Journal, 21 (2), pp 93–104
London, CIPD Youndt, M A (2000) Human resource considerations
Mayo, A (2001) The Human Value of the Enterprise: and value creation: the mediating role of intellectual
Valuing people as assets, London, Nicholas capital, Paper delivered at National Conference of
Brealey US Academy of Management, Toronto, August
77
06
Knowledge
management
K e y Co n C e P t s a n d t e r m s
Communities of practice
Data
Explicit knowledge
Information
Knowledge
Knowledge management
Tacit knowledge
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The purpose and signiicance of knowledge management
● Knowledge management strategies
● Knowledge management systems
● Knowledge management issues
● The contribution HR can make to knowledge management
78 Part 1 The Practice of Human Resource Management
● Knowledge is information used productively; Snyder (2000: 139) as ‘groups of people informally
it is personal and often intangible and it can bound together by shared expertise and a passion
be elusive – the task of tying it down, for joint enterprise’. The intranet provides an addi-
encoding it and distributing it is tricky. tional and very effective medium.
People possess knowledge that has been acquired
through their own experiences at work. But it will
not necessarily be shared formally or even infor-
Knowledge management mally with their colleagues and crucial knowledge
could be lost if it remains locked up in the minds of
deined employees, or taken elsewhere by them if they leave
the organization. An important issue in knowledge
Knowledge management is about getting know- management is how knowledge can be identiied
ledge from those who have it to those who need it and distributed.
in order to improve organizational effectiveness. It In the information age, knowledge rather than
was deined by Scarborough et al (1999: 1) as ‘any physical assets or inancial resources is the key to
process or practice of creating, acquiring, capturing, competitiveness. Knowledge management allows
sharing and using knowledge, wherever it resides, to companies to make the best use of their employees’
enhance learning and performance in organizations’. creativity and expertise (Mecklenburg et al, 1999).
They suggested that it focuses on the development As Boxall and Purcell (2000: 197) noted: ‘Managing
of irm-speciic knowledge and skills that are the knowledge inevitably means managing both the
result of organizational learning processes. Knowledge company’s proprietary technologies and systems
management deals with both stocks and lows of (which don’t walk out of the door at the end of the
knowledge. Stocks include expertise and encoded day) and the people (who do)’.
knowledge in computer systems. Flows represent
the ways in which knowledge is transferred from
people to people or from people to a knowledge
database. Knowledge management
Knowledge management identiies relevant infor-
mation and then disseminates it so that learning can strategies
take place. It promotes the sharing of knowledge by
linking people with people and by linking them to Two approaches to knowledge management strat-
information so that they learn from recorded experi- egy have been identiied by Hansen et al (1999): the
ences. As explained by Blake (1988), the purpose of codiication strategy and the personalization strategy.
knowledge management is to capture a company’s
collective expertise and distribute it to wherever it
can achieve the biggest payoff. This is in accordance The codiication strategy
with the resource-based view of the irm, which sug-
gests that the source of competitive advantage lies Knowledge is carefully codiied and stored in data-
within the irm (ie in its people and their know- bases where it can be accessed and used easily by
ledge), not in how it positions itself in the market. anyone in the organization. Knowledge is explicit and
A successful company is a knowledge-creating is codiied using a ‘people-to-document’ approach.
company. The strategy is therefore document-driven. Know-
Knowledge is possessed by organizations and ledge is extracted from the person who developed
people in organizations. Organizational opera- it, made independent of that person and reused for
tional, technical and procedural knowledge can be various purposes. It is stored in an electronic repos-
stored in databanks and found in reports, libraries, itory for people to use, and allows people to search
policy documents, manuals and presentations. It for and retrieve codiied knowledge without having
can also be moved around the organization through to contact the person who originally developed it.
information systems and by meetings, workshops, This strategy relies largely on information techno-
courses, ‘master classes’, written publications and logy to manage databases and also on the use of the
‘communities of practice’, deined by Wenger and intranet.
80 Part 1 The Practice of Human Resource Management
and interacts in different ways. The key processes that differentiate products and services and, in turn,
are the interactions between people. This is the social drive competitiveness’.
capital of an organization – ‘the network of rela- HR can contribute by providing advice on culture
tionships [that] constitute a valuable resource for management, organization design and development,
the conduct of social affairs’ (Nahpiet and Ghoshal, and by establishing learning and communication pro-
1998: 243). Social networks can be particularly im- grammes and systems. There are 10 ways of doing
portant in ensuring that knowledge is shared. Trust this:
is also required – people are not willing to share
1 Help to develop an open culture in which the
knowledge with those they do not trust.
values and norms emphasize the importance
The culture of the company may inhibit know-
of sharing knowledge.
ledge sharing. The norm may be for people to keep
knowledge to themselves as much as they can because 2 Promote a climate of commitment and
‘knowledge is power’. An open culture will encourage trust.
people to share their ideas and knowledge. 3 Advise on the design and development of
organizations that facilitate knowledge
sharing through networks, teamwork and
Knowledge workers communities of practice.
Knowledge workers, as deined by Drucker (1993), 4 Advise on resourcing policies and provide
are individuals who have high levels of education resourcing services that ensure that valued
and specialist skills combined with the ability to employees who can contribute to knowledge
apply these skills to identify and solve problems. As creation and sharing are attracted and
Argyris (1991: 100) commented, they are: ‘The nuts retained.
and bolts of management... increasingly consist of 5 Advise on methods of motivating people to
guiding and integrating the autonomous but inter- share knowledge and rewarding those who
connected work of highly skilled people.’ Knowledge do so.
management is about the management and motiv- 6 Help in the development of performance
ation of knowledge workers who create knowledge management processes that focus on the
and will be the key players in sharing it. development and sharing of knowledge.
7 Develop processes of organizational and
individual learning that will generate and
The contribution of HR to assist in disseminating knowledge.
8 Set up and organize workshops, conferences,
knowledge management seminars, communities of practice and
symposia that enable knowledge to be
HR can make an important contribution to know- shared on a person-to-person basis.
ledge management simply because knowledge is
9 In conjunction with IT, develop systems for
shared between people; it is not just a matter of
capturing and, as far as possible, codifying
capturing explicit knowledge through the use of IT.
explicit and tacit knowledge.
The role of HR is to see that the organization has
the intellectual capital it needs. The resource-based 10 Generally, promote the cause of knowledge
view of the irm emphasizes, in the words of Cappelli management with senior managers to
and Crocker-Hefter (1996: 7), that ‘distinctive human encourage them to exert leadership and
resource practices help to create unique competences support knowledge management initiatives.
82 Part 1 The Practice of Human Resource Management
The purpose and signiicance of ● Attention must be paid to the processes (social,
technological and organizational) through which
knowledge management knowledge combines and interacts in different
Knowledge management is about getting knowledge ways.
from those who have it to those who need it in order
● The significance of knowledge workers must be
to improve organizational effectiveness.
appreciated.
Questions
1 What is knowledge management? 4 What is the distinction between data,
2 What is knowledge? information and knowledge?
3 What is the difference between explicit and tacit 5 What is the purpose of knowledge management?
knowledge? 6 How can HR help to promote knowledge
management?
References
Argyris, C (1991) Teaching smart people how to learn, Nahpiet, J and Ghoshal, S (1998) Social capital,
Harvard Business Review, May–June, pp 54–62 intellectual capital and the organizational
Blackler, F (1995) Knowledge, knowledge work and advantage, Academy of Management Review,
experience, Organization Studies, 16 (6), pp 16–36 23 (2), pp 242–66
Blake, P (1988) The knowledge management Nonaka, I (1991) The knowledge creating company,
explosion, Information Today, 15 (1), pp 12–13 Harvard Business Review, November–December,
Boxall, P and Purcell, J (2000) Strategic human pp 96–104
resource management: where have we come from Nonaka, I and Takeuchi, H (1995) The Knowledge
and where are we going?, International Journal of Creating Company, New York, Oxford University
Management Reviews, 2 (2), pp 183–203 Press
Cappelli, P and Crocker-Hefter, A (1996) Distinctive Ryle, G (1949) The Concept of Mind, Oxford,
human resources are irms’ core competencies, Oxford University Press
Organizational Dynamics, 24 (3), pp 7–22 Scarborough, H and Carter, C (2000) Investigating
Davenport, T H (1996) Why re-engineering failed: Knowledge Management, London, CIPD
the fad that forgot people, Fast Company, Premier Scarborough, H, Swan, J and Preston, J (1999)
Issue, pp 70–74 Knowledge Management: A literature review,
Drucker, P (1988) The coming of the new organization, London, IPD
Harvard Business Review, January–February, Tan, J (2000) Knowledge management – just more
pp 45–53 buzzwords?, British Journal of Administrative
Drucker, P (1993) Post-capitalist Society, Oxford, Management, March–April, pp 10–11
Butterworth-Heinemann Ulrich, D (1998) A new mandate for human
Hansen, M T, Nohria, N and Tierney, T (1999) resources, Harvard Business Review,
What’s your strategy for managing knowledge?, January–February, pp 124–34
Harvard Business Review, March–April, pp 106–16 Wenger, E and Snyder, W M (2000) Communities
Mecklenberg, S, Deering, A and Sharp, D (1999) of practice: the organizational frontier,
Knowledge management: a secret engine of Harvard Business Review, January–February,
corporate growth, Executive Agenda, 2, pp 5–15 pp 33–41
84
07
Competency-based
HRM
K e y Co n C e P t s a n d t e r m s
Behavioural competencies Criterion referencing
Behavioural indicators Emotional intelligence
Competency Role-speciic competencies
Competency-based HRM Technical competencies
Competency framework
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of competency-based HRM
● The different types of competencies
● The contents of competency frameworks
● Reasons for using competencies
● Coverage of competencies
● Applications of competency-based HRM
● How to develop a competency framework
● Keys to success in using competencies
● Competencies and emotional intelligence
86 Part 1 The Practice of Human Resource Management
Team orientation The ability to work cooperatively and flexibly with other 86
members of the team with a full understanding of the
role to be played as a team member.
People management The ability to manage and develop people and gain their 67
trust and cooperation to achieve results.
Results orientation The desire to get things done well and the ability to set 59
and meet challenging goals, create own measures of
excellence and constantly seek ways of improving
performance.
ta b L e 7.1 Continued
Decision making The capacity to make sound and practical decisions that 37
deal effectively with the issues and are based on
thorough analysis and diagnosis.
Interpersonal skills The ability to create and maintain open and constructive 29
relationships with others, to respond helpfully to their
requests and to be sensitive to their needs.
Self-confidence and Belief in oneself and standing up for one’s own rights. 24
assertiveness
● Achievement/results orientation. The desire to get things done well and the ability to set and meet
challenging goals, create own measures of excellence and constantly seek ways of improving
performance.
● Business awareness. The capacity continually to identify and explore business opportunities,
understand the business opportunities and priorities of the organization and constantly to seek
methods of ensuring that the organization becomes more businesslike.
● Communication. The ability to communicate clearly and persuasively, orally or in writing.
● Customer focus. The exercise of unceasing care in looking after the interests of external and internal
customers to ensure that their wants, needs and expectations are met or exceeded.
● Developing others. The desire and capacity to foster the development of members of his or her
team, providing feedback, support, encouragement and coaching.
● Flexibility. The ability to adapt to and work effectively in different situations and to carry out a variety of
tasks.
● Leadership. The capacity to inspire individuals to give of their best to achieve a desired result and to
maintain effective relationships with individuals and the team as a whole.
● Planning. The ability to decide on courses of action, ensuring that the resources required to
implement the actions will be available and scheduling the programme of work required to achieve a
defined end-result.
● Problem solving. The capacity to analyse situations, diagnose problems, identify the key issues,
establish and evaluate alternative courses of action and produce a logical, practical and acceptable
solution.
● Teamwork. The ability to work cooperatively and flexibly with other members of the team with a full
understanding of the role to be played as a team member.
ta b L e 7.3 Example of competency framework deinition with positive and negative indicators
Competency Constantly seeking ways of improving the quality of services, the relevance
definition and appeal of those services to the needs of customers and clients, and their
effectiveness.
Positive indicators Encourages the development of new ideas and methods especially those
concerned with the provision of quality.
Conscious of the factors that enable change to take place smoothly.
Discusses ideas with colleagues and customers and formulates views on how
to improve services and processes.
Negative indicators Doesn’t try anything that hasn’t been done before.
Complacent, believes that there is no room for improvement.
Follows previous practices without considering whether there is any need to
change.
Questions
1 What is competency-based HRM? 5 What is the difference between the concepts of
2 What is a competency? competency and competence?
3 What are behavioural competencies? 6 What is a competency framework?
4 What are technical competencies? 7 What are the main ways in which competencies
can be used?
References
Boyatzis, R (1982) The Competent Manager, Dulewicz, V and Higgs, M (1999) The seven
New York, Wiley dimensions of emotional intelligence, People
Competency and Emotional Intelligence (2006/7) Management, 28, October, p 53
Raising Performance Through Competencies: Mirabile, R J (1998) Leadership competency
The annual benchmarking survey, London, development, competitive advantage for the future,
Competency and Emotional Intelligence Management Development Forum, 1 (2), pp 1–15
95
08
The ethical dimension
of HRM
K e y Co n C e P t s a n d t e r m s
Bounded rationality Morality
Core values Natural justice
Deontological ethics theory Procedural justice
Discourse Social justice
Distributive justice Stakeholder theory
Ethics Utilitarianism
Fair dealing
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of ethics
● The nature of ethical decisions and judgements
● The ethical concepts of deontology, utilitarianism, stakeholder theory and discourse
theory
● The signiicance of the concepts of equity, justice and fair dealing
● HRM ethical guidelines
● How to resolve ethical dilemmas
● The ethical role of HR
96 Part 1 The Practice of Human Resource Management
Utilitarianism
Utilitarianism is the belief that the highest principle
Equity theory
of morality is to maximize happiness, the overall Equity theory, as formulated by Adams (1965), is
balance of pleasure against pain. Actions are justi- concerned with the perceptions people have about
ied when they result in the greatest good to the how they are being treated as compared with
greatest number. As Sandel (2010: 33) explained, others. To be dealt with equitably is to be treated
utilitarianism says that ‘the morality of an action fairly in comparison with another group of people
depends solely on the consequences it brings about; (a reference group) or a relevant other person.
the right thing to do will be whatever brings about Equity involves feelings and perceptions and it is
the best state of affairs.’ In other words, actions always a comparative process. It is not synonymous
should be judged in terms of their results. This can with equality, which means treating everyone the
be interpreted as supporting the dubious principle same and would be inequitable if they deserve to be
that the end justiies the means – torture is all right treated differently.
as long as it prevents terrorism (NB even if this
argument were accepted, the effectiveness of torture
as a means of preventing terrorism is highly ques-
tionable). Utilitarianism has been criticized irst be- Justice
cause it fails to respect individual rights and second
because, as Michael Sandel explained, it implies that Justice is the process of treating people in a way
all moral judgements can be translated into a single that is inherently fair, right and proper. The concept
currency of value, but there is no such thing as a of ‘justice as fairness’ proposed by Rawls (1973:
‘util’. 348) states that ‘natural duties and obligations arise
only in virtue of ethical principles’. These principles
were expressed by Rawls as follows:
Stakeholder theory
First: every person is to have the equal right to the
In accordance with the ideas of Freeman (1984), most extensive basic liberty comparable with a
stakeholder theory states that the organization similar liberty for others.
should be managed on behalf of its stakeholders: its Second: social and economic inequalities are to be
owners, employees, customers, suppliers and local arranged so that they are both (a) reasonably
communities. As Legge (1998: 22) described it, expected to be to everyone’s advantage, and
management must act in the interests of the stake- (b) attached to positions and ofices open to all.
holders as their agent, and also act in the interests of (ibid: 60)
the organization to ensure the survival of the irm,
There are four types of justice: procedural justice,
safeguarding the long-term stakes of each group.
distributive justice, social justice and natural justice.
98 Part 1 The Practice of Human Resource Management
● Make explicit any values or assumptions ● Ensure that selection decisions are free of
used in the programme. discrimination or bias on the grounds of sex,
● Obtain the maximum involvement of all sexual orientation, race, age or disability.
concerned in the programme so that they ● Give unsuccessful candidates the reason for
understand the processes involved and how the decision if they request it.
they can beneit from them.
● Work with clients to plan and implement
change to the beneit of all stakeholders. Learning and development
● Enable individuals to continue with their
development on completing the programme. ● Respect individual rights for dignity,
self-esteem, privacy and autonomy.
● Protect conidentiality.
● Recognize that it is necessary and legitimate
to provide individuals with learning
Recruitment and selection opportunities that enable them to gain the
knowledge and skills required to perform
● Treat candidates with consideration – well in their jobs and develop their potential.
applications should be acknowledged, But note that individuals should still be
candidates should be kept informed without allowed autonomy to choose the extent to
undue delay of decisions made about their which they pursue learning and development
application, and they should not be kept programmes beyond this basic requirement.
waiting for the interview. ● Accept that while the organization has the
● Avoid intrusive or hectoring questioning in right to conduct learning and development
interviews. activities that enhance performance,
● Do not put candidates under undue stress in individuals also have the right to be provided
interviews. with opportunities to develop their own
knowledge, skills and employability.
● Do not criticize any aspect of the candidate’s
personality or experience. ● Ensure that people taking part in learning
events feel ‘psychologically safe’ in accordance
● Use relevant selection criteria based on with the view expressed by Schein (1993: 91)
a proper analysis of job requirements. that: ‘To make people feel safe in learning,
● Give candidates reasonable opportunity to they must have a motive, a sense of direction,
present their case and to ask questions. and the opportunity to try out new things
● Avoid jumping to conclusions about without the fear of punishment.’
candidates on inadequate evidence or as ● Avoid manipulating people to accept
a result of prejudice. imposed organizational values.
● Give accurate and complete information to
candidates about the job, prospects, security
and terms and conditions of employment. Performance management
● Only use properly validated tests Performance management ethical principles have
administered by trained testers. been deined by Winstanley and Stuart-Smith (1996)
● Do not use discriminating or biased tests. as follows:
● Monitor tests for impact and unintended bias. ● Respect for the individual – people should
● Ensure that candidates are not unfairly be treated as ‘ends in themselves’ and not
disadvantaged by testing processes. merely as ‘means to other ends’.
● Give candidates feedback on test results ● Mutual respect – the parties involved in
unless there are compelling reasons why performance management should respect
feedback should not be given. each other’s needs and preoccupations.
100 Part 1 The Practice of Human Resource Management
the organization on how people should be managed Second, HR practitioners can act as role models,
and treated. They need to take action to achieve fair leading by example and living and breathing good
dealing. This means treating people according to ethical behaviour. As a respondent to the survey
the principles of procedural, distributive, social and conducted by Parkes and Davis (2013: 2426) com-
natural justice, and seeing that decisions or policies mented: ‘If HR does not act ethically, how can it
that affect them are transparent in the sense that expect employees to do so?’
they are known, understood, clear and applied The third approach, and the hardest, is to chal-
consistently. lenge unethical behaviour on the part of management.
Kochan (2007: 600) suggested that: ‘HR derives Such behaviour can take many forms, including
its social legitimacy from its ability to serve as an management tolerance for exploitation and bully-
effective steward of a social contract in employment ing; the lack of a whistle-blowing policy, which
relationships capable of balancing and integrating provides routes for reporting malpractice and
the interests and needs of employers, employees and performance management criteria that emphasize
the society in which these relationships are embed- organizational gain over all else. The latter was the
ded.’ But he also noted that most HR professionals case at the Royal Bank of Scotland (RBS) before
have ‘lost any semblance of credibility as stewards of the inancial crisis, where the performance manage-
the social contract because most HR professionals ment concentrated on target achievement, ignoring
have lost their ability to seriously challenge or offer behaviour. The courage to challenge is less likely
an independent perspective on the policies and prac- to be forthcoming in organizations where the cul-
tices of the irm’ (ibid: 604). And, Parkes and Davis ture is one of command and control – and obedience
(2013: 2427) pointed out the risk that the HR role is expected to whatever is dictated by management
can become ‘rather passive, favouring communicat- (features of the pre-crash RBS culture). Power, politics
ing standards rather than actively promoting ethical and culture shape norms of behaviour and, as
behaviour’. Herb Kelleher (the CEO of Southwest Airlines) put
To overcome this problem and thus fulil an ethical it, culture is ‘what people do when no one is look-
role Winstanley and Woodall (2000b: 7) remarked ing’ (reported by Lee, 1994). One respondent to the
that: ‘HR professionals have to raise awareness of Parkes and Davis survey (2013: 2425) commented:
ethical issues, promote ethical behaviour, disseminate ‘It can be dificult on a personal level to be speaking
ethical practices widely among line managers, com- out – HR do not have the power’. Another said:
municate codes of ethical conduct, ensure people ‘Speaking out can be career suicide’. It is too easy in
learn about what constitutes ethical behaviours, these circumstances for HR to be mere bystanders.
manage compliance and monitor arrangements.’ Neil Roden, former head of HR at RBS, explained
There are three approaches that HR can adopt. HR’s position in relation to the inancial debacle
The irst is to ensure that HR policies and the at the bank as follows: ‘I’m not absolving myself
actions taken to implement them meet acceptable totally... (but) I can’t see what HR could have
ethical standards. HR can press for the production of done... I wasn’t running the bank... the CEO makes
a value statement that sets out how the organization the decisions, not me. HR is a support function, no
intends to treat its employees. Value statements may more, no less important than sales or IT.’
be set out under such headings as care and consid- An HR director who is a member of an executive
eration for people, belief that people should be board can question decisions from an ethical view-
treated justly and equitably and belief that the views point but if the comments are not heeded then the
of employees about matters that concern them director will either have to accept the decision or
should be listened to. resign. It is important to challenge – and the cour-
This requires advocacy skills to persuade man- age to do so is listed by the CIPD as one of the
agement to adopt and act on these policies and the qualities required by an HR professional. But it
courage and determination to make out the ethical is dificult and there may be limits to what HR can
case even when management favours a conlicting do. If HR professionals cannot do anything about
business case. But value statements are meaningless the way their organization does things they either
until the values are put into practice; the ethical have to carry on and do whatever they can in other
role of HR involves helping to ensure that this takes less confrontational ways, or they must leave.
place.
Chapter 8 The Ethical Dimension of HRM 103
Questions
1 What are ethics? 7 What is distributive justice?
2 What is the nature of ethical judgements? 8 What is the ethical dimension of HRM?
3 What is the deontological theory of ethics? 9 What are commonly accepted general
4 What is the utilitarian theory of ethics? guidelines on HR ethical behaviour?
5 What is stakeholder theory? 10 How should ethical dilemmas be dealt with?
6 What is procedural justice?
104 Part 1 The Practice of Human Resource Management
References
Adams, J S (1965) Injustice in social exchange, in (ed) J Purcell and P Wright, The Oxford Handbook of
L Berkowitz, Advances in Experimental Human Resource Management, Oxford, Oxford
Psychology, New York, Academic Press University Press, pp 599–619
Bauman, Z and Tester, K (2001) Conversations with Lee, W G (1994) A conversation with Herb Kelleher,
Zygmunt Bauman, Cambridge, Polity Press Organizational Dynamics, 23 (2), pp 64–74
Beauchamp, T L and Bowie, N E (1983) Ethical Legge, K (1998) The morality of HRM, in (eds)
Theory and Business, 2nd edn, Englewood C Mabey, D Skinner and T Clark, Experiencing
Cliffs, NJ, Prentice Hall Human Resource Management, London, Sage,
Boxall, P F, Purcell, J and Wright, P (2007) Human pp 14–32
resource management; scope, analysis and Leventhal, G S (1980) What should be done with
signiicance, in (eds) P Boxall, J Purcell and equity theory?, in (eds) G K Gergen,
P Wright, The Oxford Handbook of Human M S Greenberg and R H Willis, Social Exchange:
Resource Management, Oxford, Oxford University Advances in theory and research, New York,
Press, pp 1–18 Plenum
Clegg, S, Kornberger, M and Rhodes, C (2007) Parkes, C and Davis, A J (2013) Ethics and social
Business ethics as practice, British Journal of responsibility – do HR professionals have ‘the
Management, 18 (2), pp 107–22 courage to challenge’ or are they set to be
Derrida, J (1992) Forces of law: the mystical foundation permanent ‘bystanders’? International Journal of
of authority, in (eds) D Cornell, M Rosenfeld and Human Resource Management, 23 (12),
D G Carlson, Deconstruction and the Possibility of pp 2411–34
Justice, London, Routledge, pp 3–68 Petrick, J A and Quinn, J F (1997) Management
Foucault, M (1972) The Archaeology of Knowledge Ethics: Integrity at work, London, Sage
and the Discourse on Language, New York, Rawls, J (1973) A Theory of Justice, Oxford,
Pantheon Books Oxford University Press
Foucault, M (1997) Ethics, Subjectivity and Truth. Sandel, M J (2010) Justice: What’s the right thing to
Essential Works of Foucault, 1954–1984, ed do? London, Penguin Books
P Rabinow, New York, The New Press Schein, E (1993) How can organizations learn faster?
Freeman, R E (1984) Strategic Management: A The challenge of entering the green room, Sloan
stakeholder perspective, Englewood Cliffs, NJ, Management Review, 34 (2), pp 85–92
Prentice Hall Tyler, T R and Bies, R J (1990) Beyond formal
Guest, D E and King, Z (2004) Power, innovation and procedures: the interpersonal context of
problem-solving: the personnel managers’ three procedural justice, in (ed) J S Carrol, Applied
steps to heaven?, Journal of Management Studies, Social Psychology and Organizational Settings,
41 (3), pp 401–23 Hillsdale, NJ, Lawrence Erlbaum
Hamlin, B, Keep, J and Ash, K (2001) Organizational Winstanley, D and Stuart-Smith, K (1996) Policing
Change and Development: A relective guide for performance: the ethics of performance management,
managers, London, FT Pitman Personnel Review, 25 (6), pp 66–84
Harrison, R (2009) Learning and Development, Winstanley, D and Woodall, J (2000a) Introduction,
5th edn, London, CIPD in (eds) D Winstanley and J Woodall, Ethical
HR Magazine (2010) Interview with Neil Roden, Issues in Contemporary Human Resource
former HR Director of RBS, available at Management, Basingstoke, Macmillan, pp 3–22
http://www.hrmagazine.co.uk/hr/opinion/ Winstanley, D and Woodall, J (2000b) The ethical
105196/interview-neil-roden-hr-director-royal- dimension of human resource management,
bank-scotland [accessed 6 July 2013] Human Resource Management Journal, 10 (2),
Jones, T M (1991) Ethical decision making by pp 5–20
individuals in organizations: An issue-contingent Woodall, J and Winstanley, D (2000) Concluding
model, Academy of Management Review, 16 (2), comments: ethical frameworks for action, in (eds)
pp 366–95 D Winstanley and J Woodall, Ethical Issues in
Kochan, T A (2007) Social legitimacy of the HRM Contemporary Human Resource Management,
profession: a US perspective, in (eds) P Boxall, Basingstoke, Macmillan, pp 3–22
105
09
Corporate social
responsibility
K e y Co n C e P t s a n d t e r m s
Corporate social responsibility (CSR)
Stakeholder theory
Strategic CSR
Value statement
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of corporate social responsibility (CSR)
● CSR activities
● CSR strategy
● Developing a CSR strategy
● The rationale for CSR
106 Part 1 The Practice of Human Resource Management
– considering what social issues to focus on and and employment rights are upheld and HR policies
to what extent. As Porter and Kramer (2006: 85) and practices provide for the fair and ethical treat-
observed: ‘It is through strategic CSR that the com- ment of employees.
pany will make the greatest social impact and reap
the greatest business beneits.’ They also observed
that strategy is always about choice – organizations
that ‘make the right choices and build focused, CSR activities
proactive and integrated social initiatives in concert
with their core strategies will increasingly distance CSR activities as listed by McWilliams et al (2006)
themselves from the pack’ (ibid: 91). include incorporating social characteristics or fea-
CSR strategy needs to be integrated with the tures into products and manufacturing processes,
business strategy but it is also closely associated adopting progressive HRM practices, achieving
with HR strategy. This is because it is concerned with higher levels of environmental performance through
socially responsible behaviour both outside and recycling and pollution abatement, and advancing
within the irm – with society generally and with the the goals of community organizations. The infor-
internal community. In the latter case this means mation set out below was obtained by Business in
creating a working environment where personal the Community research.
Source review
The CSR activities of 120 leading British treatment of customers, providing appropriate
product information and labelling, and on the
companies – Business in the Community impacts of products on customer health.
(2007)
● Workplace – this was the strongest management
● Community – skills and education, employability performing area as most companies have
and social exclusion were frequently identified as established employment management frameworks
key risks and opportunities. Other major activities that can cater for workplace issues as they
were support for local community initiatives and emerge. Companies recognized the crucial role of
being a responsible and safe neighbour. employees to achieve responsible business
● Environment – most companies reported climate practices. Emphasis was placed on internal
change and resource-use as key issues for their communications and training in order to raise
business: 85 per cent of them managed their awareness and understanding of why CSR is
impacts through an environmental management relevant to them and valuable for the business.
system. More attention was paid to health and well-being
issues as well as the traditional safety agenda.
● Marketplace – the issues most frequently More work was done on diversity, both to ensure
mentioned by companies were research and the business attracts a diverse workforce and to
development, procurement and supply chain, communicate the business case for diversity
responsible selling, responsible marketing and internally.
product safety. There was a rising focus on fair
Business in the Community also reported a growing risk to creating opportunities. A survey conducted
emphasis on responsible business as a source of com- by Industrial Relations Services (Egan, 2006) found
petitive advantage as irms move beyond minimizing that:
108 Part 1 The Practice of Human Resource Management
and soft ideas? Are they letting the country in for Much research has been conducted into the
a nightmare return to feudalism by forgetting that relationship between CSR and irm performance.
they must be businessmen irst, last and almost For example, Russo and Fouts (1997) found that
always?’ He did write that CSR can be used as there was a positive relationship between environ-
‘a way of maximizing the lifetime of capitalism by mental performance and inancial performance.
taking the wind out of its critics’ sails’ (ibid: 43). Hillman and Keim (2001) established that if the
But, writing as an unrestructured capitalist, he sug- socially responsible activity were directly related to
gested that: ‘The essence of free enterprise is to go primary stakeholders, then investments may beneit
after proit in any way that is consistent with its not only stakeholders but also result in increased
own survival as an economic system’ (ibid: 44). shareholder wealth. However, participation in social
The Chicago monetarist Milton Friedman (1962: issues beyond the direct stakeholders may adversely
133–34) questioned the ability of business managers affect a irm’s ability to create such wealth.
to pursue the social interest. He asked:
If businessmen do have a social responsibility
other than making maximum proits for The basis for developing
stockholders, how are they to know what it is?
Can self-selected private individuals decide what a CSR strategy
the social interest is? Can they decide how great a
burden they are justiied in placing on themselves The basis for developing a CSR strategy is pro-
or their stockholders to serve that social interest? vided by the following competency framework of
the CSR Academy (2006), which is made up of six
In 1970 Friedman argued that the social responsi- characteristics:
bility of business is to maximize proits within the
bounds of the law. He maintained that the mere 1 Understanding society – understanding how
existence of CSR was an agency problem within the business operates in the broader context and
irm in that it was a misuse of the resources entrusted knowing the social and environmental
to managers by owners, which could be better used impact that the business has on society.
on value-added internal projects or returned to the 2 Building capacity – building the capacity of
shareholders. others to help manage the business effectively.
These outspoken views may no longer be sup- For example, suppliers understand the
ported so openly but they still exist and are still business’s approach to the environment and
acted on. There is much evidence that CSR is not on employees can apply social and environmental
the agenda – for example, UK banks that made money concerns in their day-to-day roles.
by selling worthless investments or insurance policies 3 Questioning business as usual – individuals
and then failed to respond adequately to complaints. continually questioning the business in
And, less egregiously, a glance at the ‘Your Problems’ relation to a more sustainable future and
column in the Observer reveals plenty of instances being open to improving the quality of life
of businesses indulging in antisocial behaviour. It is and the environment.
necessary, therefore, to have a convincing case for 4 Stakeholder relations – understanding who
the beneits of CSR. the key stakeholders are and the risks and
opportunities they present. Working with
them through consultation and taking their
Beneits of CSR views into account.
5 Strategic view – ensuring that social and
Beneits from CSR listed by the CIPD (2003: 4) environmental views are included in the
include, ‘offering distinctive positioning in the market business strategy so that they are integral to
place, protecting reputation, building credibility and the way the business operates.
trust with customers and employees, redeining cor- 6 Harnessing diversity – respecting that people
porate purpose or mission and securing the company’s are different, which is relected in fair and
licence to operate’. transparent business practices.
110 Part 1 The Practice of Human Resource Management
Questions
1 Is it necessary to have a business case for CSR and, if so, what is it?
2 What is the role of HR in promoting CSR?
3 What sort of approaches to CSR can an organization adopt?
References
Baron, D (2001) Private policies, corporate policies Husted, B W and Salazar, J (2006) Taking Friedman
and integrated strategy, Journal of Economics and seriously: maximizing proits and social
Management Strategy, 10 (1), pp 7–45 performance, Journal of Management Studies,
Business for Social Responsibility (2007) Annual 43 (1), pp 75–91
Report, [email protected] [accessed 5 October 2008] Keynes, J M (1923) A Tract on Monetary Reform,
Business in the Community (2007) Benchmarking London, Macmillan
Responsible Business Practice, bitc.org.uk, Levitt, T (1958) The dangers of social responsibility,
accessed 5 October 2008 Harvard Business Review, September–October,
CIPD (2003) Corporate Social Responsibility and pp 41–50
HR’s Role, London, CIPD McWilliams, A, Siegal, D S and Wright, P M (2006)
CIPD (2009) Corporate Social Responsibility, Corporate social responsibility: strategic
London, CIPD implications, Journal of Management Studies,
CSR Academy (2006) The CSR Competency 43 (1), pp 1–12
Framework, Norwich, Stationery Ofice Moran, P and Ghoshal, S (1996) Value creation
Egan, J (2006) Doing the decent thing: CSR and by irms, Academy of Management Best Paper
ethics in employment, IRS Employment Review, Proceedings, pp 41–45
858, 3 November, pp 9–16 Porter, M E and Kramer, M R (2006) Strategy and
Freeman, R E (1984) Strategic Management: society: the link between competitive advantage
A stakeholder perspective, Englewood Cliffs, and corporate social responsibility, Harvard
NJ, Prentice Hall Business Review, December, pp 78–92
Friedman, M (1962) Capitalism and Freedom, Russo, M V and Fouts, P A (1997) A resource-based
Chicago, IL, University of Chicago Press perspective on corporate environmental
Friedman, M (1970) The social responsibility of performance and proitability, Academy of
business is to increase its proits, New York Times Management Review, 40 (3), pp 534–59
Magazine, September, p 13 Wood, D J (1991) Corporate social performance
Hillman, A and Keim, G (2001) Shareholder value, revisited, Academy of Management Review,
stakeholder management and social issues: what’s 16 (4), pp 691–718
the bottom line?, Strategic Management Journal,
22 (2), pp 125–39
112
PART II
People and
organizations
Pa r t I I Co n t e n t s
10 Organizational behaviour
11 Work, organization and job design
12 Organization development
10
Organizational
behaviour
K e y Co n C e P t s a n d t e r m s
Behavioural science Matrix organization
Bounded rationality Motivation
Cognitive dissonance Organic organization
Emotional intelligence Organization
Equity theory Organizational behaviour
Expectancy theory Organizational culture
Extrinsic motivation Organizational efectiveness
Goal theory Organizing
Intelligence Personality
Intrinsic motivation Psychological contract
Lattice organization Self-eicacy
Line and staf organization Virtual organization
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
Introduction
Source review
An understanding of how organizations function
and how people behave in them is important to Characteristics of organizational
HR professionals, indeed to all managers, as pointed behaviour – Ivancevich et al (2008: 11)
out by Nadler and Tushman (1980).
● It is a way of thinking – about individuals,
groups and organizations.
● It is multidisciplinary – it uses principles,
models, theories and methods from other
Source review disciplines.
● There is a distinctly humanistic orientation –
The signiicance of organizational people and their attitudes, perceptions, learning
behaviour theory – Nadler and capacities, feelings and goals are of major
importance.
Tushman (1980: 30)
● It is performance-oriented – it deals with the
Managers perform their jobs within complex social
factors affecting performance and how it can
systems called organizations. In many senses, the
be improved.
task of the manager is to influence behaviour in
a desired direction, usually towards the ● The use of scientific method is important in
accomplishment of a specific task or performance studying variables and relationships.
goal. Given this definition of the managerial role,
● It is applications-oriented in the sense of being
skills in the diagnosis of patterns of organizational
concerned with providing useful answers to
behaviour become vital. Specifically, the manager
questions that arise when managing
needs to understand the patterns of behaviour that
organizations.
are observed, predict in what direction behaviour
will move (particularly in the light of managerial
action), and to use this knowledge to control
behaviour over the course of time.
• organization
• group processes development
Social psychology • attitude change • organization design
• behavioural change • change management
• communication • communication
systems
• organization
• group dynamics
development
• power
• organization design
Sociology • politics
• job design
• conflict
• leadership
• organization culture
development
• leadership
• employee relations
The human relations Barnard (1938), Barnard emphasized the importance of the
school Roethlisberger and informal organization – the network of informal
Dickson (1939) roles and relationships that, for better or worse,
strongly influences the way the formal structure
operates. In their analysis of the Hawthorne
studies Roethlisberger and Dickson stressed
the importance of informal groups and decent,
humane leadership.
The behavioural Argyris (1957), Herzberg A humanistic point of view is adopted that is
science school et al (1957), McGregor concerned with what people can contribute and
(1960), Likert (1961), how they can best be motivated.
Schein (1965)
Chapter 10 Organizational Behaviour 119
ta b L e 10 .1 Continued
The bureaucratic model Weber (1908) Max Weber coined the term ‘bureaucracy’ as
translated in 1947 a label for a type of formal organization in which
impersonality and rationality are developed to
the highest degree. Bureaucracy, as he
conceived it, was the most efficient form of
organization because it was logical and because
personalized relationships and non-rational,
emotional considerations do not get in its way.
The systems school Miller and Rice (1967) Organizations should be treated as open
systems that are continually dependent upon
and influenced by their environments. The basic
characteristic of the enterprise as an open
system is that it transforms inputs into outputs
within its environment.
The contingency Burns and Stalker (1961), Members of the contingency school analysed
school Woodward (1965), a variety of organizations and concluded that
Lawrence and Lorsch their structures and methods of operation are
(1969) a function of the circumstances in which they
exist. They do not subscribe to the view that
there is one best way of designing an
organization or that simplistic classifications of
organizations as formal or informal, bureaucratic
or non-bureaucratic are helpful.
teamwork and lexible roles (also known as This deinition emphasizes that organizational
a lattice organization). culture is concerned with the subjective aspect of what
goes on in organizations. It refers to abstractions
● Matrix organization – an organization that
such as values and norms that pervade the whole
consists of a functional structure with a
or part of a business, which may not be deined,
number of different disciplines and a project
discussed or even noticed. Nevertheless, culture can
structure consisting of project teams drawn
have a signiicant inluence on people’s behaviour.
from the disciplines.
The following are some other deinitions of organ-
● Network organization – a collection of izational culture:
interrelated organizations that extends
beyond the boundaries of any single ● A strong culture is a system of informal rules
organization. that spells out how people are to behave
most of the time. (Deal and Kennedy,
● Virtual organization – an organization that 2000: 15)
mainly uses electronic means for its members
● The culture of an organization refers to the
to interact with one another thus minimizing
unique coniguration of norms, values, beliefs
face-to-face contacts.
and ways of behaving that characterize the
manner in which groups and individuals
combine to get things done. (Eldridge and
Crombie, 1974: 89)
Organizational culture ● Organizational culture offers a shared
system of meanings that is the basis for
The culture of an organization has been described
communications and mutual understanding.
by Deal and Kennedy (2000: 4) as ‘the way we do
(Furnham and Gunter, 1993: 70–71)
things around here’. It is more complex than that,
as other deinitions given below indicate. But this ● Culture is a pattern of basic assumptions –
simplistic deinition at least demonstrates that it is invented, discovered or developed by a given
an all-pervading notion that affects the way in which group as it learns to cope with the problems
people behave and has to be taken into account as a of external adaptation and internal
contingency factor in any programme for develop- integration – that has worked well enough to
ing organizations and HR policies and practices. be considered valid and, therefore, to be
Organizational culture offers a shared system of taught to new members as the correct way to
meanings which is the basis for communications and perceive, think and feel in relation to these
mutual understanding. If these functions are not problems. (Schein, 1990: 110)
fulilled in a satisfactory way, culture may signii-
cantly reduce the effectiveness of an organization.
This is why it is important for HR specialists to How organizational culture
understand the concept of organizational culture develops
and how it affects organizations.
The values and norms that are the basis of culture
are formed in four ways. First, by the leaders in the
organization, especially those who have shaped it
Organizational culture deined in the past. Schein (1990) indicates that people
Organizational or corporate culture is the pattern identify with visionary leaders – how they behave
of values, norms, beliefs, attitudes and assump- and what they expect. They note what such leaders
tions that may not have been articulated but shape pay attention to and treat them as role models.
the ways in which people in organizations behave Second, as Schein also points out, culture is formed
and things get done. ‘Values’ refer to what is be- around critical incidents – important events from
lieved to be important about how people and organ- which lessons are learnt about desirable or unde-
izations behave. ‘Norms’ are the unwritten rules of sirable behaviour. Third, culture develops from the
behaviour. need to maintain effective working relationships
Chapter 10 Organizational Behaviour 121
among organization members that establishes values having been articulated. Implicit values that are
and expectations. Finally, culture is inluenced by the deeply embedded in the culture of an organization
organization’s environment, which may tend to be and are reinforced by the behaviour of management
dynamic or unchanging. can be inluential, while espoused values that are
Culture evolves over time as a result of shared mere rhetoric and are not relected in managerial
experiences. Schein (1984) suggested that this is behaviour may have little or no effect. When values
a learning process which takes place either through are acted on they are called ‘values in use’. Examples
the trauma model, in which members of the organ- are listed below.
ization learn to cope with some threat by the erec-
tion of defence mechanisms, or by means of the
positive reinforcement model, where things that seem
to work become embedded and entrenched. Learning
takes place as people adapt to and cope with external
pressures, and as they develop successful approaches Areas in which values may be
and mechanisms to handle the internal challenges, expressed – explicitly or implicitly
processes and technologies in their organization.
Where culture has developed over long periods of ● Care and consideration for people.
time and has become irmly embedded it may be
dificult to change quickly, if at all, unless a trau- ● Competence.
matic event occurs.
● Competitiveness.
● Customer service.
The diversity of culture ● Innovation.
The development process described above may
result in a culture that characterizes the whole
● Performance.
organization. But there may be different cultures ● Quality.
within organizations. For example, the culture of
an outward-looking marketing department may be ● Teamwork.
substantially different from that of an internally
focused manufacturing function. There may be
some common organizational values or norms, but
in some respects these will vary between different
work environments.
Values may be expressed through norms and arte-
facts, as described below. They may also be expressed
The components of culture through the media of language (organizational jargon),
rituals, stories and myths.
Organizational culture can be described in terms of
values, norms, artefacts and management or leader-
ship style.
Norms
Norms are the unwritten rules of behaviour, the
‘rules of the game’ that provide informal guidelines
Values on how to behave. Norms tell people what they are
Values are beliefs in what is best or good for the supposed to be doing, saying, believing, even wear-
organization and what should or ought to happen. ing. They are never expressed in writing – if they
The ‘value set’ of an organization may only be rec- were, they would be policies or procedures. They
ognized at top level, or it may be shared throughout are passed on by word of mouth or behaviour and
the business, in which case the business could be can be enforced by the reactions of people if they
described as value-driven. are violated. They can exert very powerful pressure
The stronger the values the more they will inlu- on behaviour because of these reactions – we con-
ence behaviour. This does not depend upon their trol others by the way we react to them.
122 Part 2 People and Organizations
Artefacts
Typical norms Artefacts are the visible and tangible aspects of
an organization that people hear, see or feel and
● How managers treat the members of their teams which contribute to their understanding of the
(management style) and how the latter relate organization’s culture. Artefacts can include such
to their managers. The prevailing work ethic, things as the working environment, the tone and
eg ‘work hard, play hard’, ‘come in early, stay language used in e-mails, letters or memoranda,
late’, ‘if you cannot finish your work during the manner in which people address each other at
business hours you are obviously inefficient’, meetings or over the telephone, the welcome (or
‘look busy at all times’, ‘look relaxed at all lack of welcome) given to visitors and the way in
times’. which receptionists deal with outside calls. Artefacts
can be very revealing.
● Status – how much importance is attached to it;
the existence or lack of obvious status symbols.
Management style
● Ambition – naked ambition is expected and The approach managers use to deal with people
approved of, or a more subtle approach – their management or leadership style – is a
is the norm. signiicant part of the culture of an organization.
● Performance – exacting performance standards Management style can be described in terms of the
following extremes:
are general; the highest praise that can be given
in the organization is to be referred to as ‘very
charismatic ↔ non-charismatic
professional’.
autocratic ↔ democratic
● Power – recognized as a way of life; executed
controller ↔ enabler
by political means, dependent on expertise and
transactional ↔ transformational
ability rather than position; concentrated at the
top; shared at different levels in different parts
Most managers adopt an approach somewhere
of the organization.
between the extremes. Some will vary it according
● Politics – rife throughout the organization and to the situation or their feelings at the time; others
treated as normal behaviour; not accepted as will stick to the same style whatever happens. Every
overt behaviour. manager has his or her own style but this will be
inluenced by the organizational culture, which may
● Loyalty – expected, a cradle-to-grave approach produce a prevailing management style that repre-
to careers; discounted, the emphasis is on sents a behavioural norm for managers that is
results and contribution in the short term. generally expected and adopted.
● Anger – openly expressed; hidden, but expressed
through other, possibly political, means.
Classifying organizational culture
● Approachability – managers are expected to be
There have been many attempts to classify or
approachable and visible; everything happens
categorize organizational cultures as a basis for
behind closed doors. analysis and for taking action to support or change
● Formality – a cool, formal approach is the them. Most of these classiications are expressed
norm; forenames are/are not used at all levels; in four dimensions; three of the best-known ones
there are unwritten but clearly understood rules are summarized below. Note that following the lead
about dress. of Harrison (1972), there is much common ground
between them.
Chapter 10 Organizational Behaviour 123
structure of organizations, which is rooted in the the instant low of information (and sometimes
values, beliefs and assumptions held by organizational produce information overload) but may inhibit
members. In contrast, ‘climate’ refers to those aspects face-to-face interactions, which are often the best
of the environment that are consciously perceived ways of doing things.
by organizational members. Rousseau (1988) stated
that climate is a perception and is descriptive. Percep-
tions are sensations or realizations experienced by Group behaviour
an individual. Descriptions are what a person reports Organizations consist of groups or teams of people
of these sensations. working together. They may be set up formally as
The debate about the meanings of these terms part of the structure or they may be informal gather-
can become academic. It is easiest to regard organ- ings. A group can be a permanent or a temporary
izational climate as how people perceive (see and feature in an organization. Interactions take place
feel about) the culture existing in their organization. within and between groups and the degree to which
French et al (1985) distinguish between the actual these processes are formalized varies according to
situation (ie culture) and the perception of it (ie the organizational context.
climate). Formal groups or teams are created by organ-
izations to achieve a deined purpose. People are
brought together with the necessary skills to carry
out the tasks and a system exists for directing,
Organizational processes coordinating and controlling the group’s activities.
Informal groups are set up by people in organiza-
A number of social processes take place in organ-
tions who have some afinity for one another. It
izations that affect how they function. These are:
could be said that formal groups satisfy the needs
interaction and networking, communication, group
of the organization while informal groups satisfy
behaviour, leadership, power, politics and conlict.
the needs of their members.
Groups develop an ideology that affects the atti-
tudes and actions of their members and the degree
Interaction and networking of satisfaction they feel. If the group ideology is
Interactions between people criss-cross the organ- strong and individual members identify closely with
ization, creating networks for getting things done the group, it will become increasingly cohesive. Group
and exchanging information that is not catered for norms or implicit rules will be evolved that deine
in the formal structure. ‘Networking’ is an increasingly what is acceptable behaviour and what is not. This
important process in lexible and delayered organ- is described as a ‘reference group’, which consists of
izations where more luid interactions across the the group of people with whom an individual iden-
structure are required between individuals and teams. tiies. The individual accepts the group’s norms and,
Networking means that people canvass opinion and if in doubt about what to do or say, reference is
enlist support to promote their projects or ideas. made to these norms or to other group members
In this way they may get more done than by going before action is taken. Most people in organizations
through formal channels. People also get things done belong to a reference group and this can signii-
in organizations by creating alliances – getting cantly affect the ways in which they behave.
agreement on a course of action with other people Four stages of group development were identi-
and joining forces to put the proposed action into ied by Tuckman (1965):
effect.
1 Forming, when there is anxiety, dependence
on the leader and testing to ind out the
nature of the situation and the task, and
Communications what behaviour is acceptable.
The communications processes used in organizations 2 Storming, where there is conlict, emotional
have a marked effect on how it functions, especially resistance to the demands of the task,
if they take place through the network, which can resistance to control and even rebellion
then turn into the ‘grapevine’. E-mails encourage against the leader.
Chapter 10 Organizational Behaviour 125
3 Norming, when group cohesion is developed, channels or relying on their authority. Some indi-
norms emerge, views are exchanged openly, viduals genuinely believe that the best way to get
mutual support and cooperation increase something done is by using political means, especially
and the group acquires a sense of its when they are frustrated by the normal decision
identity. processes. Others unashamedly pursue their own
4 Performing, when interpersonal problems ends. Political behaviour can be harmful when it is
are resolved, roles are lexible and functional, underhand and devious, but it can sometimes
there are constructive attempts to complete help to enlist support and overcome obstacles to
tasks and energy is available for effective getting results. All managers need political skills, as
work. described in Chapter 59, but, because of the nature
of their role, such skills are particularly important
for HR specialists.
Leadership
Organizations largely function by means of managers Conlict
and supervisors who exercise leadership in order
to get their teams into action and ensure that they Conlict is also inevitable in organizations because
achieve the results expected of them. Goleman (2000) they function by means of adjustments and com-
reported that a study by Hay McBer of 3,871 execu- promises among competitive elements in their
tives, selected from a database of more than 20,000 structure and membership. Conlict also arises
executives worldwide, established that leadership when there is change, because it may be seen as a
had a direct impact on organizational climate, and threat to be challenged or resisted, or when there
that climate in turn accounted for nearly one-third is frustration. Conlict is not always deplorable.
of the inancial results of organizations. The conclu- It can be a result of progress and change and it can
sion from research conducted by Higgs (2006) was be used constructively.
that leadership behaviour accounts for almost 50
per cent of the difference between change success
and failure. Research by Northouse (2006) into
167 US irms in 13 industries established that over
Characteristics of people
a 20-year period leadership accounted for more
variations in performance than any other variable. To manage people effectively, it is necessary to take
Leadership skills are described in Chapter 55. into account the factors that affect how they behave
at work. The development of HR processes and the
design of organizations are often predicated on
Power the belief that everyone is the same and that they
will behave rationally when faced with change or
Organizations exist to get things done; in the pro- other demands. But the behaviour of people differs
cess of doing this, people or groups exercise power. because of their characteristics and individual dif-
Directly or indirectly, the use of power in inluenc- ferences and it is not always rational.
ing behaviour is a pervading feature of organiza- The management of people would be much
tions, whether it is exerted by managers, specialists, easier if everyone were the same, but they are not.
informal groups or trade union oficials. It is a way As discussed below, they are, of course, different
of achieving results, but it can be misused. because of variations in personal characteristics
and the inluence of their background (the way in
which they were brought up). Some people also
Politics consider sex, race or disability as factors that affect
Political behaviour is an inevitable feature of organ- people’s behaviour at work, although holding this
izational life. The aim of organizational politicians view readily leads to discrimination. In addition,
is to get their own way by inluencing people to accept there will be differences in ability, intelligence and
their point of view without going through the usual personality.
126 Part 2 People and Organizations
● Constructs – the conceptual frameworks which ● The capacity to solve problems, apply
govern how people perceive their environment. principles, make inferences and perceive
relationships. (Argyle, 1989: 53)
● Expectations – what people have learnt to ● The capacity for abstract thinking and
expect about their own and others’ behaviour. reasoning with a range of different contents
● Values – what people believe to be important. and media. (Toplis et al, 2004: 20)
● What is measured by intelligence tests.
● Self-regulatory plans – the goals people set
(Wright and Taylor, 1970: 31)
themselves and the plans they make to achieve
them. The last, tautological deinition is not facetious.
As an operational deinition, it can be related to the
speciic aspects of reasoning, inference, cognition
(ie knowing, conceiving) and perception (ie under-
standing, recognition), which intelligence tests attempt
These characteristics are affected by environmental
to measure.
or situational variables, which include the type of
General intelligence (GI) consists of a number
work individuals carry out; the culture, climate and
of mental abilities that enable a person to succeed
management style in the organization; the social
at a wide variety of intellectual tasks that use the
group within which they work; and the ‘reference
faculties of knowing and reasoning. It can be meas-
groups’ individuals use for comparative purposes
ured by an intelligence test and is sometimes expressed
(eg comparing conditions of work or pay between
as an intelligence quotient (IQ), which is the ratio
one category of employee and another).
of an individual’s mental age to the individual’s
The personal characteristics that affect people’s
actual age as measured by an intelligence test.
behaviour at work, as discussed below, are their
The concept of emotional intelligence (as described
ability, intelligence, personality, attitudes, emotions
later) stresses that emotional maturity – in the sense
and emotional intelligence.
of the ability to identify, assess and manage the
emotions of one’s self and others – is also important.
Ability
Ability is the quality possessed by people that makes Personality
an action possible. Abilities have been analysed by
Personality has been deined by Huczynski and
Burt (1954) and Vernon (1961). They classiied them
Buchanan (2007: 138) as: ‘The psychological qua-
into two major groups: V:ed – verbal, numerical,
lities that inluence an individual’s characteristic
memory and reasoning abilities; and K:m – spatial
Chapter 10 Organizational Behaviour 127
The concept of emotional intelligence has now school and think of the organization as a portfolio
become so broad and the components so of dynamic processes that overlay and often domi-
variegated that no one concept could possibly nate the vertical, authority-based processes of the
encompass or integrate all of them, no matter hierarchical structure. Similarly, organizational
what the concept was called; it is no longer even development activities should be based on an ana-
an intelligible concept. What is the common or lysis and understanding of these dynamic processes.
integrating element in a concept that includes:
introspection about emotions, emotional
expression, non-verbal communication with Organizational culture
others, empathy, self-regulation, planning, creative
thinking and the direction of attention? There is While it may not be possible to deine an ideal
none. culture or to prescribe how it can be developed, it
can at least be stated with conidence that embedded
He suggested that emotional intelligence should be
cultures exert considerable inluence on organiza-
renamed as a skill.
tional behaviour and therefore performance. If there
Goleman’s mixed model of emotional intelligence,
is an appropriate and effective culture it is desirable
although the most popular, has been heavily criticized.
to take steps to support or reinforce it. If the culture
Mayer et al (2008) described it as mere ‘pop psy-
is inappropriate, attempts should be made to deter-
chology’. There is also the question of whether the
mine what needs to be changed and to develop and
concept of emotional intelligence adds anything
implement plans for change (approaches to culture
signiicant to that of behavioural competencies.
management are described in Chapter 12). HR
Dulewicz and Higgs (1999) have produced a detailed
innovations need to take account of the culture in
analysis of how the emotional intelligence elements
which they will operate. They are likely to fail if
of self-awareness, emotional management, empathy,
they are countercultural.
relationships, communication and personal style
correspond to competencies such as sensitivity,
lexibility, adaptability, resilience, impact, listening,
leadership, persuasiveness, motivating others,
Organizational climate
energy, decisiveness and achievement motivation. The perceptions of employees about the organiza-
They conclude that there are distinct associations tion, which form the organization climate, need to
between competency modes and elements of emo- be assessed and understood so that action can be
tional intelligence. There is a danger of confusion taken to deal with negative factors. Diagnostic
if emotional intelligence notions and competency tools, as described in Chapter 12, can be used for
frameworks overlap. this purpose.
Organizational processes
Implications for HR The social processes of interaction and networking,
specialists communication, group behaviour, leadership, power,
politics and conlict need to be understood and con-
The main implications of organizational behaviour sidered when considering ways of improving organ-
theory for HR specialists are summarized below. izational effectiveness (the ability of an organization
to achieve its goals by making effective use of the
resources available to it). Social and political factors
How organizations function can affect how HR decisions are made and how
well they are implemented.
When involved in organization design bear in mind
that, while the highly structured classical model
with clearly deined roles and lines of control and Individual diferences
communication may appear to be the ideal solution,
in practice organizations function differently. It is When designing jobs, preparing learning and devel-
necessary to take into account the post-bureaucratic opment programmes, assessing and counselling staff,
130 Part 2 People and Organizations
Organizational culture
How organizations function
The culture of an organization has been described by
● An organization is an entity that exists to achieve Deal and Kennedy (2000: 4) as ‘the way we do things
a purpose through the collective efforts of the around here’. Organizational or corporate culture is
people who work in or for it. the pattern of values, norms, beliefs, attitudes and
Chapter 10 Organizational Behaviour 131
assumptions that may not have been articulated but Appropriate cultures
shape the ways in which people in organizations
behave and the ways in which things get done. It is not possible to say that one culture is better than
another, only that a culture is to a greater or lesser
extent appropriate in the sense that it is relevant to
How organizational culture develops
the needs and circumstances of the organization and
The values and norms that are the basis of culture are helps rather than hinders its performance.
formed in four ways:
1 By the leaders in the organization, especially those Organizational climate
who have shaped it in the past.
As defined by Harrison and Shirom (1999),
2 Around critical incidents – important events from organizational climate refers to ‘members’ perceptions
which lessons are learnt about desirable or of organizational features such as decision-making,
undesirable behaviour. leadership and norms about work’.
3 From the need to maintain effective working
relationships among organization members; this Organizational processes
establishes values and expectations.
A number of social processes take place in
4 Influenced by the organization’s environment. The organizations that affect how they function.
external environment may be relatively dynamic or These are: interaction and networking,
unchanging. communication, group behaviour, leadership,
power, politics and conflict.
The components of culture
Organizational culture can be described in terms of Personal characteristics
values, norms, artefacts and management style.
The personal characteristics that affect people’s
behaviour at work are their ability, intelligence,
Classifying organizational culture personality, attitudes, emotions and emotional
(Harrison, 1972): intelligence.
● Power-oriented – competitive, responsive to
personality rather than expertise. Emotional intelligence
● People-oriented – consensual, management Emotional intelligence is a combination of skills and
control rejected. abilities such as self-awareness, self-control, empathy
● Task-oriented – focus on competency, dynamic. and sensitivity to the feelings of others. Someone with
high levels of emotional intelligence should be able to
● Role-oriented – focus on legality, legitimacy and
relate to people effectively.
bureaucracy.
132 Part 2 People and Organizations
Questions
1 What is organizational behaviour? 8 What are the components of culture?
2 On what is organizational behaviour theory 9 How can cultures be classiied?
based? 10 What is organizational climate?
3 What is an organization? 11 What are the key organizational processes?
4 What is organization structure? 12 What is the ‘big ive’ model?
5 What is generally agreed to be the most 13 What is emotional intelligence?
realistic theory of organization?
14 What are the implications of organization
6 What is organizational culture? theory for HR specialists?
7 How does organizational culture develop?
References
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Harmondsworth, Penguin General, translated by C Storrs (1949) as General
Argyris, C (1957) Personality and Organization, and Industrial Management, London, Pitman
New York, Harper & Row French, W L, Kast, F E and Rosenzweig, J E (1985)
Barnard, C (1938) The Functions of an Executive, Understanding Human Behaviour in
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Innovation, London, Tavistock Assessment, London, Routledge
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ability, British Journal of Educational Psychology, role of top management: beyond structure to
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Clarke, N (2007) Be selective when choosing February, pp 86–96
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Costa, P and McRae, R R (1992) NEO PI-R: Goleman, D (2000) Leadership that gets results,
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New York, Perseus Books Harrison, M and Shirom, A (1999) Organizational
Denison, D R (1996) What is the difference between Diagnosis and Assessment, Thousand Oaks, CA,
organizational culture and organizational climate? Sage
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pp 619–54 September–October, pp 119–28
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134
11
Work, organization
and job design
K e y Co n C e P t s a n d t e r m s
Autonomous working groups Organizational choice
Equiinality Organizational dilemma
Facility layout Organization planning
Flexible irm Organizations as systems
Fordism Organizing
Hot-desking Self-managed teams
Intrinsic motivation Socio-technical systems theory
Lattice organization Smart working
Law of the situation Strategic choice
Line and staf organization System
Matrix organization Taylorism
Mechanistic organization Work
Minimum critical speciication Work environment
Multiskilling Work system
Organic organization Work system design
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● Work design methodology ● Flexible working
● Changes in the nature of work ● High-performance working
● Work system design ● Lean manufacturing
● Process planning ● Organization design
● Smart working ● Job design
136 Part 2 People and Organizations
● a signiicant increase in the number of The irst move away from this situation was
employers that an individual employee provided by the concept of job enrichment popular-
expects to work for during his or her career. ized by Herzberg (1968: 83), who referred to it as
‘vertical job loading’. His deinition of the principles
and motivators involved is set out in Table 11.1.
Work design – a short history This was reinforced by job design theory (Hackman
Work design began with the concept of the division and Oldham, 1974).
of labour originated by Adam Smith (1776). Much More recently, the notion of ‘smart working’ has
later came ‘Taylorism’, the scientiic management emerged. Essentially, this means managing the
movement pioneered by Taylor (1911), which was work environment in order to release employees’
based on the belief that the most eficient way to energy and drive business performance. Smart
do tasks was to remove the responsibility for how working, as described in detail later, has been the
to do the work from the individual employee to subject of extensive research conducted by the
engineers or managers. The next step was ‘Fordism’, CIPD (2008).
the moving assembly line introduced by Henry Ford However, before examining the notion of smart
in 1914. Thereafter, the practice of work simpliica- working it is necessary to remember that it takes
tion became embedded in organizations and to a place within the system of work, and approaches to
large extent still exists. work system design are therefore examined irst.
ta b L e 11.1 Vertical job loading (job enrichment) principles and motivators involved
Increasing the accountability of individuals for own work Responsibility and personal
achievement
Giving a person a complete natural unit of work (module, Responsibility and recognition
division, area, and so on)
Introducing new and more difficult tasks not previously handled Growth and learning
● facilitate the effective use of resources and ● alignment of smart working with business
the control of waste; objectives.
● as far as possible enable employees to gain Typical smart working arrangements identiied by
fulilment from their work by providing the CIPD research include lexible working, high-
scope for variety, challenge and autonomy; performance working, ‘lean’ production and design-
● encourage cooperative effort through ing jobs in which there is a higher degree of freedom
teamworking; to act. The role of each of those arrangements in
● provide a good work environment in terms work design is described below.
of working conditions;
take account of the need to provide a healthy
●
and safe system of work (‘build safety into
Flexible working
the system’) bearing in mind the need to Flexible working is a pattern of working practice
minimize stress and pay attention to or working hours that deviates from the standard
ergonomic considerations in the design of or normal arrangement. The aim is to provide for
equipment and work stations to eliminate or greater operational lexibility, improve the use of
at least signiicantly reduce the risk of such employees’ skills and capacities, increase product-
conditions as repetitive strain injury; ivity and reduce employment costs. Flexible work-
● take account of environmental ing has become increasingly important as a means
considerations; of enhancing operational effectiveness.
Flexible working means reconsidering traditional
● operate generally in accordance with the
employment patterns. This could include opera-
principles of ‘smart working’ as described
tional lexibility, multiskilling, the use of subcon-
below.
tracting and outsourcing, or introducing working
arrangements such as lexible hours, job sharing
and homeworking.
Smart working
As deined by the CIPD (2008: 4), smart working is: Forms of operational flexibility
‘An approach to organizing work that aims to drive
greater eficiency and effectiveness in achieving job Operational lexibility refers to lexibility in the ways
outcomes through a combination of lexibility, auto- in which work is carried out. The term is sometimes
nomy and collaboration, in parallel with optimizing extended to include inancial lexibility. The three
tools and working environments for employees.’ forms of operational lexibility are:
The characteristics of smart working as established ● Functional lexibility so that employees
by the CIPD research were: can be redeployed quickly and smoothly
● self-management – a high degree of between activities and tasks. It may require
autonomy and a philosophy of multiskilling – workers who possess and can
empowerment; apply a number of skills, for example, both
mechanical and electrical engineering, or
● the use of virtual teams or work groups; multitasking – workers who carry out a
● focus on outcome-based indicators of number of different tasks in a work team.
performance; ● Structural lexibility in a ‘lexible irm’
● high-performance working; where the core of permanent employees
● lexibility in work locations and hours; is supplemented by a peripheral group of
part-time employees, employees on short-
● use of more advanced communications
or ixed-term contracts or subcontracted
technology;
workers, as described by Doeringer and
● hot-desking and working from home; Priore (1971) and Atkinson (1984).
● ways of working that are underpinned by or ● Numerical lexibility, which is associated
drive high-trust working relationships; with structural lexibility and means that the
140 Part 2 People and Organizations
Case studIes
Flexible working arrangements have been extended at multiskilling and work in more than one area of the
B&Q in association with its diversity strategy. The main business;
components of its flexible working policy are:
● home/remote working, allowing employees to work
● term-time contracts available to parents and from home or away from their normal workplace on an
grandparents with children/grandchildren up to the occasional basis;
age of 16 years (18 if the child is disabled);
● career breaks of 3 to 12 months can be taken for any
● job-share for employees who do not want – or are reason;
unable – to work full-time; online job-share register
● child care vouchers available across the
available to help individuals find a job-share partner;
organization;
● staggered start/finish times, allowing for personal
● maternity, paternity and adoption policies enhanced
commitments/interests;
above the statutory minimum;
● part-time hours;
● shared maternity/paternity leave; unpaid additional
● split shifts to fit in with employees’ personal commitments; leave can be taken by father/partner where both
parents work for B&Q and mother returns to work;
● dual store contracts, allowing employees to work at
more than one location; ● IVF leave: one week paid time off for IVF treatment;
● one employee/two roles, allowing employees to ● paid compassionate or carer’s leave: one week off
develop new and different skills, benefit from per year.
or organizational units will vary widely according as described originally by Mary Parker Follett (1924),
to what they are there to do and the activities they should prevail. This states that the work that people
have to carry out. That is why there are no absolute are required to do depends on the objective require-
principles such as the traditional precepts of ‘unity ments of the situation. The inal choice will depend
of command’ (one person, one boss) or the need to upon the context and circumstances of the organ-
limit spans of control (the number of functions or ization – as Lupton (1975) pointed out, it is impor-
people for which a manager is responsible). It all tant to achieve best it.
depends. Burns and Stalker (1961) established in Organizations may evolve organically without any
their study of electronic companies in Scotland that conscious attempt to design them. But if a deliberate
in stable conditions a highly structured or ‘mecha- design programme is planned this should be based
nistic’ organization will emerge that has specialized on the evidence that can be produced by a formal
functions, clearly deined jobs, strict administrative organization review conducted in the following stages:
routines and a hierarchical system of exercising
1 Activity analysis to establish what work is done
control. However, when the environment is volatile,
and what needs to be done. Two questions
a rigid system of ranks and routine will inhibit the
need to be answered: 1) are all the activities
organization’s speed and sensitivity of response. In
required properly catered for?; 2) are any
these circumstances the structure is, or should be,
unnecessary activities being carried out?
‘organic’ in the sense that it is a function of the
situation in which the enterprise inds itself rather 2 Structural analysis to determine how activities
than conforming to any predetermined and rigid are grouped together; the number of levels in
view of how it should operate. the hierarchy; the extent to which authority
As explained by Cummings and Worley (2005: is decentralized to divisions and strategic
516), this means that there are two different types business units (SBUs); where functions such
of organization design – mechanistic and organic – as inance, HR, IT and research and
the characteristics of which are shown in Table 11.2. development are placed in the structure
(eg as central functions or integrated into
divisions or SBUs); the relationships that
exist between different units and functions
Organization reviews (with particular attention being given to the
In exercising organizational choice an organizational way in which they communicate and
review, as described below, will help in the evalu- cooperate with one another). Attention
ation of the alternatives, but the law of the situation, would be paid to such issues as the logic of
the way in which activities are grouped and ‘It is not necessary to specify in detail the organiza-
decentralized; the span of control of tion structure and the duties of each member. If an
managers (the number of separate functions organization can develop its own method of operat-
or people they are directly responsible for); ing and change that as circumstances require, then
any overlap between functions or gaps it will be necessary only to detail the basic and most
leading to the neglect of certain activities; the signiicant aspects. This approach to organization
existence of unnecessary departments, units, design is called minimum critical speciication.’
functions or layers of management; the
clarity with which individual responsibilities Strategic choice
and accountabilities are deined.
As noted above, there is always choice about what
3 Diagnosis to identify (on the basis of the form an organization structure should take. Child
activities and structural analyses) the reasons (1972) explained that in making such choices the
for any structural problems facing the leadership group (the dominant coalition) had to be
organization or function. persuaded to inluence the organization structure
4 The choice in the light of the analyses and through an essentially political process. He called this
diagnosis of how the business or part of it process ‘strategic choice’. Choice analysis regards
should be designed or revised. debate and negotiation in the social networks exist-
5 A plan to implement any revisions to the ing in organizations as integral to decision-making
structure, possibly in phases. on organizational structures.
1 Job range – the number of operations this is inevitable, but one of the aims of job design
a job holder performs to complete a task. is often to extend the responsibility of workers
2 Job depth – the amount of discretion a job into the functions of planning and control. This can
holder has to decide job activities and job involve empowerment – giving individuals and teams
outcomes. more responsibility for decision-making and ensur-
ing that they have the training, support and guidance
3 Job relationships – the interpersonal
to exercise that responsibility properly.
relationships between job holders and their
managers and co-workers.
Intrinsic motivation
Task structure The case for using job design techniques is based on
Job design requires the assembly of a number of tasks the premise that effective performance and genuine
into a job or a group of jobs. An individual may carry satisfaction in work follow mainly from the intrinsic
out one main task that consists of a number of inter- content of the job. This is related to the fundamental
related elements or functions. Or task functions may concept that people are motivated when they are
be allocated to a team working closely together in provided with the means to achieve their goals. Work
a manufacturing ‘cell’ or customer service unit, or provides the means to earn money, which as an
strung along an assembly line. In more complex jobs, extrinsic reward satisies basic needs and is instru-
individuals may carry out a variety of connected mental in providing ways of satisfying higher-level
tasks (multitasking), each with a number of func- needs. But work also provides intrinsic rewards
tions, or these tasks may be allocated to a team of related to achievement, responsibility and the op-
workers or be divided between them. In the latter portunity to use and develop skills that are more
case, the tasks may require a variety of skills that under the control of the worker.
have to be possessed by all members of the team
(multiskilling) in order to work lexibly. Complexity
in a job may be a relection of the number and variety The job characteristics model
of tasks to be carried out, the different skills or The most inluential model for job design is the job
competencies to be used, the range and scope of the characteristics model developed by Hackman and
decisions that have to be made, or the dificulty of Oldham (1974). They identiied ive core job
predicting the outcome of decisions. characteristics:
The internal structure of each task consists of three
elements: planning (deciding on the course of action, 1 Skill variety: the degree to which a job
its timing and the resources required), executing requires an employee to perform activities
(carrying out the plan) and controlling (monitoring that challenge his or her skills and abilities.
performance and progress and taking corrective 2 Task identity: the degree to which the job
action when required). A completely integrated job requires completion of an identiiable piece
includes all these elements for each of the tasks in- of work.
volved. The worker, or group of workers, having been 3 Task signiicance: the degree to which the job
given objectives in terms of output, quality and cost outcome has a substantial impact on others.
targets, decides on how the work is to be done, assem-
bles the resources, performs the work, and monitors 4 Autonomy: the degree to which the job gives
output, quality and cost standards. Responsibility an employee freedom and discretion in
in a job is measured by the amount of authority that scheduling work and determining how it is
someone has to do all of these things. performed.
The ideal arrangement from the point of view of 5 Feedback: the degree to which an employee
engagement and motivation is to provide for fully gets information about the effectiveness of
integrated jobs containing all three task elements. his or her efforts – with particular emphasis
In practice, management and team leaders are often on feedback directly related to the work
entirely responsible for planning and control, leaving itself rather than from a third party (for
the worker responsible for execution. To a degree, example, a manager).
Chapter 11 Work, Organization and Job Design 147
simplistic individual motivation theories that under- Self-managed teams are set up with full responsi-
pin job rotation, enlargement and enrichment. Be bility for planning, controlling and monitoring the
that as it may, the strength of this system is that in work.
line with socio-technical theory it takes account of
the social or group factors and the technology, as
well as the individual motivators.
In a study of customer service representatives in
Role development
a telecommunications company, Batt (1999) found
Role development is the continuous process through
that work organized into self-managed teams led
which roles are deined or modiied as work pro-
to better service and sales performance (an increase
ceeds and evolves. Job design as described above
of 9.2 per cent per employee) than traditional work
takes place when a new job is created or an existing
designs, and that the interactive effect of self-managed
job is changed, often following a reorganization or
teams and new technology raised sales by an addi-
the introduction of a new work system. But the part
tional 17.4 per cent.
that people play in carrying out their roles can
evolve over time as people grow into their roles and
grow with them, and as incremental changes take
Choice of approach place in the scope of the work and the degree to
Of the four approaches described above, it is gener- which individuals have freedom to act (their auton-
ally recognized that, although job rotation and job omy). Roles will be developed as people develop in
enlargement have their uses in developing skills and them – responding to opportunities and changing
relieving monotony, they do not go to the root of demands, acquiring new skills and developing
the requirements for intrinsic motivation and for competencies.
meeting the various motivating characteristics of Role development takes place in the context of
jobs. These are best satisied by using, as appropri- day-to-day work and is therefore a matter between
ate, job enrichment, autonomous work groups, or managers and the members of their teams. It means
high-performance work design. agreeing deinitions of accountabilities, objectives
and competency requirements as the roles evolve.
When these change – as they probably will in all
except the most routine jobs – it is desirable to
High-performance work design achieve mutual understanding of new expectations.
This concentrates on setting up working groups The process of understanding how roles are
in environments where high levels of performance developing, and agreeing the implications, can take
can be achieved. As described by Buchanan (1987), place through performance management in which
this requires management to deine what it needs the regularly updated performance agreement spells
in the form of methods of production and the re- out agreed outcomes (key result areas) and com-
sults expected from its introduction. It involves petency requirements. It is necessary to ensure that
multiskilling – job demarcation lines are eliminated managers and team leaders deine roles within the
as far as possible and encouragement and training performance management framework, taking into
are provided for employees to acquire new skills. account the principles of job design set out above.
Chapter 11 Work, Organization and Job Design 149
Questions
1 What is work design? 7 What are the stages of an organization
2 What is work system design? review?
3 What is smart working? 8 What is job design?
4 What are the main forms of operational 9 What is the difference between a job and
lexibility? a role?
5 What is a lexible irm? 10 What is the job characteristics model?
6 What are the overall aims of organization 11 What is job enrichment?
design? 12 What is role development?
References
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organizations, Personnel Management, August, Studies, 18 (1), pp 43–76
pp 28–31 Child, J (1972) Organizational structure, environment
Batt, R (1999) Work organization, technology and and performance: the role of strategic choice,
performance in customer service and sales, Industrial Sociology, 6 (1), pp 1–22
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Buchanan, D A (1987) Job enrichment is dead: long Findings from organizational practice, London,
live high performance work design!, Personnel CIPD
Management, May, pp 40–43 Combs, J, Liu, Y and Hall, A (2006) How much do
Burns, T and Stalker, G (1961) The Management of high-performance work practices matter? A
Innovation, London, Tavistock meta-analysis of their effects on organizational
Child, D (1997) Strategic choice in the analysis of performance, Personnel Psychology, 59 (3),
action, structure, organizations and environment: pp 501–28
Chapter 11 Work, Organization and Job Design 151
Cummings, T G and Worley, C G (2005) Lupton, T (1975) Best it in the design of organizations,
Organization Development and Change, Mason, Personnel Review, 4 (1), pp 15–22
OH, South Western Parker, S K, Wall, T D and Cordery, J L (2001) Future
Doeringer, P and Priore, M (1971) Internal Labor work design research and practice: towards
Markets and Labor Market Analysis, Lexington, an elaborated model of work design, Journal of
DC, Heath Occupational and Organizational Psychology,
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Systems, London, Tavistock Publications Work Practices: Linking strategy and skills to
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Organizational Behaviour and Human N Nicholson, Blackwell’s Encyclopaedic Dictionary
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FT Prentice Hall
152
12
Organization
development
K e y Co n C e P t s a n d t e r m s
Action research Neurolinguistic programming
Behaviour modelling Organization capability
Behavioural science Organization development
Business model innovation Organizational/corporate
Change management culture
Diagnostics Organizational transformation
Forced-ield analysis Process
Group dynamics Process consultation
Humanism Survey feedback
Integrated strategic change T-groups
Intervention Transactional analysis
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of organization ● How OD has moved on since it was
development irst introduced
● The contents of traditional organization ● The nature of organization
development (OD) programmes development today, including the
● The criticisms made of the original processes of diagnosis and
OD concept programming
154 Part 2 People and Organizations
Source review
Organization development
HR and organization development –
deined HR Magazine (2007: 1)
Organization development is a systematic approach To remain competitive in today’s global
to improving organizational capability, which is marketplace, organizations must change. One of
concerned with process – how things get done. the most effective tools to promote successful
As expressed by Beer (1980: 10), OD operates as: ‘A change is organization development (OD). As HR
system wide process of data collection, diagnosis, increasingly focuses on building organizational
action planning, intervention and evaluation.’ learning, skills and workforce productivity, the
Organization development in its traditional effective use of OD to help achieve company
form as OD was later deined by Rowlandson (1984:
business goals and strategies is becoming a broad
90) as ‘an intervention strategy that uses group pro-
HR competency as well as a key strategic HR tool.
cesses to focus on the whole culture of an organiza-
While there are variations regarding the definition
tion in order to bring about planned change’. More
of OD, the basic purpose of organization
recently, the CIPD (2010: 1) deined it broadly as
a ‘planned and systematic approach to enabling development is to increase an organization’s
sustained organization performance through the effectiveness through planned interventions related
involvement of its people’. to the organization’s processes (often company-
wide), resulting in improvements in productivity,
return on investment and employee satisfaction.
HR. Supporters of OD argue that its strength is its theory of motivation, Herzberg et al (1957) who wrote
ability to understand the whole organization and about the motivation to work, and Argyris (1957)
as such it may be inhibiting to root it too irmly in who emphasized the need to plan for integration
the HR function. However, given the increasing and involvement. McGregor (1960) produced his
need for the HR profession to act as a business ‘Theory Y’, which advocates the recognition of the
partner, OD and its methods have a part to play in needs of both the organization and the individual
developing HR’s strategic role and its involvement on the basis that, given the chance, people will not
in organizational change, organizational culture only accept but seek responsibility. Likert (1961)
and employee engagement. (ibid: 3) added his theory of supportive relationships.
The strategic nature of organization development as The two founders of the organization develop-
an integral part of HRM arises because it can play ment movement were Beckhard (1969) who probably
a part in the implementation of business strategy. coined the term, and Bennis (1969) who, according to
For example, a strategy for business model innova- Buchanan and Huczynski (2007: 575), described OD
tion (the process followed by an organization to as a ‘truth, trust, love and collaboration approach’.
develop a new business model or change an existing Ruona and Gibson (2004: 53) explained that:
one) could result in the need for new organization Early OD interventions can be categorized as
structures and processes. This would include organ- primarily focusing on individuals and
ization development and change management act- interpersonal relations. OD was established as
ivities. The aim of this chapter is to explain the a social philosophy that emphasized a long-term
purpose of organization development in the light of orientation, the applied behavioural sciences,
an analysis of the history of the concept and how it external and process-oriented consultation, change
can be applied as part of a strategic HRM approach. managed from the top, a strong emphasis on
action research and a focus on creating change in
collaboration with managers.
● The work team, especially at the informal for planning change. It can be associated
level, has great signiicance for feelings of with action research.
satisfaction, and the dynamics of such teams ● Survey feedback – a variety of action research
have a powerful effect on the behaviour of in which data is systematically collected
their members. about the system through attitude surveys
● Organizations can be more effective if they and workshops leading to action plans.
learn to diagnose their own strengths and ● Group dynamics – improving the ways in
weaknesses. which people work together by means of
● Managers often do not know what is wrong programmes that aim to increase the
and need special help in diagnosing effectiveness of groups through various forms
problems, although the outside ‘process of training, eg team building, interactive
consultant’ ensures that decision-making skills training and T-groups (‘training
remains in the hands of the client. groups’, which aim to increase sensitivity,
diagnostic ability and action skills).
● Personal interventions – developing
Traditional OD programmes interpersonal skills through such processes
OD during this time was practised predominantly by as transactional analysis (an approach to
external consultants working with senior managers. understanding how people behave and express
Personnel specialists were not involved to any great themselves through transactions with others),
extent. OD programmes consisted then of ‘interven- behaviour modelling (the use of positive
tions’ such as those listed below. In OD jargon an reinforcement and corrective feedback to
intervention is a planned activity designed to im- change behaviour) and neurolinguistic
prove organizational effectiveness or manage change. programming or NLP (teaching people to
The following are the traditional OD interventions; programme their reactions to others and
they still feature in current programmes: develop unconscious strategies for interacting
● Process consultation – helping clients to with them).
generate and analyse information that they
can understand and, following a thorough
diagnosis, act upon. The information relates
The second chapter – criticisms of
to organizational processes such as inter- the original version of OD and new
group relations, interpersonal relations and
communications.
approaches
● Change management – often using the The OD movement as originally conceived and practised
techniques advocated by Lewin (1951), was characterized by what Buchanan and Huczynski
which consisted of processes of managing (2007: 559) called ‘quasi-religious values’ with some
change by unfreezing, changing and freezing, of the features of a religious movement, which, they
and force-ield analysis (analysing and claimed, is one reason why it has survived as a con-
dealing with the driving forces that affect cept in spite of the criticisms that began to be levelled
transition to a future state). at it in the 1980s. Weidner (2004: 39) wrote that:
● Action research – collecting data from people ‘OD was something that practitioners felt and lived
about process issues and feeding it back in as much as they believed’ (original emphasis).
order to identify problems and their likely
causes as a basis for an action plan to deal Criticisms of OD
with the problem. One of the earliest critics was McLean (1981: 4) who
● Appreciative enquiry – a methodology that noted ‘the moral and ethical misgivings concerned
does not focus entirely on inding out what is with the development of what might be regarded as
wrong in order to solve problems. Instead it a sophisticated science of manipulation’. He cited
adopts the more positive approach of a comment by Strauss (1976) that at times OD is
identifying ‘best practices’ – what is working little more than abstract moralization and asserted
well – and using that information as a basis that:
Chapter 12 Organization Development 157
It is becoming increasingly apparent that there The main criticisms of OD, as noted by Marsh et al
exists a considerable discrepancy between OD as (2010: 143), were that it was: ‘Oriented to process
practised and the prescriptive stances taken by and tools rather than results... where techniques are
many OD writers... The theory of change and considered to be ends in themselves rather than a
change management which is the foundation of means to deliver organizational performance.’
most OD programmes is based on over-simplistic
generalizations which offer little speciic guidance
to practitioners faced with the confusing New approaches
complexity of a real change situation. (ibid: 13) During the 1980s and 90s an alternative approach
Armstrong (1984: 113) commented that: ‘Organiza- emerged, that of culture management, which aimed
tion development has lost a degree of credibility in at achieving cultural change as a means of enhanc-
recent years because the messianic zeal displayed by ing organizational capability. Culture change or
some practitioners has been at variance with the culture management programmes start with an
circumstances and real needs of the organization.’ analysis of the existing culture, which may involve
Burke (1995: 8) stated that ‘in the mid-1970s, OD was the use of a diagnostic such as the ‘Organizational
still associated with T-groups, participative manage- Culture Inventory’ devised by Cooke and Lafferty
ment and consensus, Theory Y, and self-actualization (1989). The desired culture is then deined – one
– the soft human, touchy-feely kinds of activities’. that enables the organization to function effectively
An even more powerful critic was Legge (1995: and achieve its strategic objectives. As a result, a
212), who observed that the OD rhetoric itted the ‘culture gap’ is identiied, which needs to be illed.
era of ‘lower power’ and that: ‘OD was seen, on the This analysis of culture identiies behavioural expect-
one hand as a form of devious manipulation, and ations so that HR processes can be used to develop
on the other as “wishy-washy” and ineffectual.’ She and reinforce them. This sounds easier than it really
noted ‘the relative lack of success of OD initiatives is. Culture is a complex and often hard to deine
in effecting major and lasting cultural change, with notion and it is usually strongly embedded and
the aim of generating commitment to new values therefore dificult to change. Anthony (1990: 4)
in the relatively small number of organizations in argued that: ‘The management of culture... purports
which it was tried’ (ibid: 213), and produced the to deine the meaning of people’s lives so that they
following devastating critique. become concomitant with the organization’s view
of itself. [It is] the adjustment of human meaning for
organizational ends.’ He also observed that: ‘Published
cases do exist of organizations within which major
Source review changes in culture have been successfully accom-
plished and shown to persist but they are rare’
A critique of organization development (ibid: 5). However, culture management became a
process in its own right and OD consultants jumped
– Legge (1995: 213) on the bandwagon.
In order to cope with an increasingly complex and Culture management involves change manage-
changing environment, many of the initiatives were, ment, another important item in the OD toolkit.
in retrospect, surprisingly inward looking, involving But as Caldwell (2003: 132) argued: ‘It is assumed
schemes of management development, work system within most OD models that change can be planned
design, attempts at participation, almost as a good in a “rational” or linear manner, and that the change
in their own right, without close attention as to how agent can facilitate this group process, although
they were to deliver against market-driven there is little evidence to support this illusion of
“manageability”.’
organizational success criteria. The long-term
Other movements in this period that could be
nature of OD activities, together with difficulties to
described as organization development activities
clearly establishing to sceptics their contribution
but exist as distinct entities included total quality
to organizational success criteria (and within a UK
management (TQM) and quality circles. TQM aims
culture of financial short-termism) rendered the
to ensure that all activities within an organization
initiatives at best marginal... and at worst to be happen in the way they have been planned in order
treated with a cynical contempt. to meet the deined needs of customers. Its approach
158 Part 2 People and Organizations
is holistic – quality management is not a separate they observed: ‘We do not believe that the ield of
function to be treated in isolation, but is an integral organization development has passed its sell-by
part of all operations. Quality circles are groups of date. Far from it. It just needs to be repositioned as
volunteers engaged in related work who meet regu- an HR capability’ (ibid: 143).
larly to discuss and propose ways of improving However, Weidner (2004: 37) made the follow-
working methods under a trained leader. ing more pessimistic comment about OD: ‘Un-
Another approach more closely related to OD fortunately, after sixty years – despite the best
that emerged at this time was organizational trans- efforts and intentions of many talented people –
formation. This was deined by Cummins and OD inds itself increasingly at the margins of busi-
Worley (2005: 752) as: ‘A process of radically alter- ness, academe, and practice. The ield continues to
ing the organization’s strategic direction, including afirm its values, yet has no identiiable voice.’ OD
fundamental changes in structures, processes and ‘interventions’ still have a role to play in improving
behaviours.’ performance but as part of an integrated business
Holistic approaches to improving organizational and HR strategy planned and implemented by HR
capability emerging in this period, which were not in conjunction with senior management, with or
part of what was conventionally known as OD, in- without outside help.
cluded high-performance working, high-commitment The main change that has taken place in the
management, high-involvement management and move from traditional OD to organizational devel-
performance management. The development of these opment as practised currently is the focus on improv-
systems in the 2000s led to a radically changed view ing organizational performance and results through
of what constituted organization development. organization-wide initiatives. These do encompass
the behaviour of people, especially when this relates
to their levels of engagement (the degree to which
The third chapter – changing the people are committed to their work and the organ-
ization and motivated to achieve high levels of
focus performance). But they are also concerned with the
The most signiicant change in the 2000s was the organizational processes that affect behaviour and
shift to a strategic perspective. As noted by Cummins engagement, namely, strategic HRM, work system
and Worley (2005: 12): ‘Change agents have pro- design, smart working, high-performance working,
posed a variety of large-scale or strategic-change organization design and job design.
models; each of these models recognizes that stra-
tegic change involves multiple layers levels of the
organization and a change in its culture, is driven
from the top by powerful executives, and has Organization development
important effects on performance.’ They also com-
mented that the practice of organization develop- strategy
ment therefore went far beyond its humanistic
origins. Another development was the emergence Organization development strategy is founded on
of the concept of ‘smart working’, as described in the aspiration to improve organizational capability,
Chapter 11. This could be described as an OD which is broadly the capacity of an organization
intervention because it involves taking a funda- to function effectively in order to achieve desired
mental look at methods of improving organizational results. It has been deined more speciically by
effectiveness. Ulrich and Lake (1990: 40) as ‘the ability to manage
There was also more emphasis on associating people for competitive advantage’. It is concerned
organization design with organization development. with mapping out intentions on how the work
Marsh et al (2010) suggested that organization system should be developed in line with the concept
design and organization development need to be of smart working, on how the organization should
merged into one HR capability, with organization be structured to meet new demands, on system-wide
design taking precedence. They considered that this change in ields such as reward and performance
should all be brought in-house as a necessary part management, on how change should be managed,
of the business model innovation process. But as on what needs to be done to improve organizational
Chapter 12 Organization Development 159
the opinions and attitudes of employees in order to 4 Conventional – conservative, traditional and
identify issues and problems that can be dealt with bureaucratically controlled organizations.
in an organization development programme. They 5 Dependent – hierarchically controlled and
enable those concerned with organization develop- non-participative organizations.
ment to understand what is happening and why it is
happening so that they can do something about it. 6 Avoidance – organizations that fail to reward
Diagnostics can be used to assess overall organiza- success but punish mistakes.
tional effectiveness in the shape of general strategic, 7 Oppositional – organizations in which
business and operational issues, or they can deal confrontation prevails and negativism is
with more speciic areas of concern such as a review rewarded.
of the organization’s ideology, culture or climate, or 8 Power – organizations structured on the
a survey of levels of engagement or commitment. basis of the authority inherent in members’
Examples of the approach used by various diag- positions.
nostic instruments are given below.
9 Competitive – a culture in which winning is
valued and members are rewarded for
Organizational ideology out-performing one another.
questionnaire (Harrison, 1972) 10 Competence/perfectionist – organizations in
This questionnaire deals with the four orientations which perfectionism, persistence and hard
deined by Harrison (power, role, task and self). The work are valued.
questionnaire is completed by ranking statements
11 Achievement – organizations that do things
according to views on what is closest to the organ-
well and value members who set and
ization’s actual position. The following are examples
accomplish challenging but realistic goals.
of statements:
12 Self-actualization – organizations that
● a good boss is strong, decisive and irm but value creativity, quality over quantity, and
fair; both task accomplishment and individual
● a good subordinate is compliant, hard- growth.
working and loyal;
● people who do well in the organization are
shrewd and competitive, with a strong need Typical dimensions of
for power; organizational climate
● the basis of task assignment is the personal questionnaires (Koys and
needs and judgements of those in authority;
De Cotiis, 1991)
● decisions are made by people with the most
knowledge and expertise about the problem.
● Autonomy – the perception of self-
determination with respect to work
Organizational culture inventory procedures, goals and priorities.
Business model innovation The process followed by an To obtain insight into the
organization to develop a new business issues facing the
business model or change an organization, leading to plans
existing one. for practical interventions that
address those issues.
Knowledge management Storing and sharing the To get knowledge from those
wisdom, understanding and who have it to those who
expertise accumulated in need it in order to improve
an organization about its organizational effectiveness.
processes, techniques and
operations.
ta b L e 1 2 .1 Continued
Organization Brief description Objective
development activity
Organization design The process of deciding how To ensure that people work
organizations should be effectively together to achieve
structured in terms of the ways the overall purpose of the
in which the responsibility for organization.
carrying out the overall task is
allocated to individuals and
groups of people and how the
relationships between them
function.
Organization development deined and the dynamics of such teams have a powerful
effect on the behaviour of their members.
Organization development in its traditional form
as ‘OD’ was defined by Rowlandson (1984: 90) as ● OD programmes aim to improve the quality
‘an intervention strategy that uses group processes of working life of all members of the
to focus on the whole culture of an organization in organization.
order to bring about planned change’. The CIPD ● Organizations can be more effective if they
(2010: 1) defined organization development as learn to diagnose their own strengths and
a ‘planned and systematic approach to enabling weaknesses.
sustained organization performance through the
involvement of its people’. ● Managers often do not know what is wrong
and need special help in diagnosing problems,
although the outside ‘process consultant’
Strategic nature of organization ensures that decision-making remains in the
development hands of the client.
The strategic nature of organization development
as an integral part of HRM arises because it can play OD interventions
a significant role in the implementation of business
OD interventions include process consultation,
strategy.
change management, action research, survey
feedback, group dynamics and personal
Assumptions and values of OD interventions.
The assumptions and values of OD as originally
conceived were that: Criticisms of OD
● Most individuals are driven by the need for
The main criticisms of OD, as noted by Marsh et al
personal growth and development as long as their
(2010: 143), were that it was ‘Oriented to process and
environment is both supportive and challenging.
tools rather than results... where techniques are
● The work team, especially at the informal level, considered to be ends in themselves rather than
has great significance for feelings of satisfaction a means to deliver organizational performance.’
Chapter 12 Organization Development 165
Organization development strategy and its ability to perform well. This involves the use
of diagnostic tools.
Organization development strategy is based on the
aspiration to improve organizational capability, which
Organization development programmes
is broadly the capacity of an organization to function
effectively in order to achieve desired results. The traditional OD programme was behavioural
science-based and almost entirely devoted to
The practice of organization interpersonal relationships, organizational processes
and culture change in the broadest sense. There may
development still be a need for such interventions today but the
The practice of organization development is based emphasis now is on much more focused activities to
on an analysis and diagnosis of the circumstances do with high-performance working, Lean
of the organization, the strategic, operational or manufacturing, smart working and the enhancement
process issues that are affecting the organization of levels of engagement.
Questions
1 What was the original concept of organization 4 What were the main criticisms made of OD in
development? the 1980s and 1990s?
2 What is an OD intervention? 5 How has the approach to OD altered since
3 What are the most typical types of interventions? then?
References
Argyris, C (1957) Personality and Organization, Caldwell, R (2003) Models of change agency:
New York, Harper & Row a fourfold classiication, British Journal of
Anthony, P D (1990) The paradox of managing Management, 14 (2), pp 131–42
culture or ‘he who leads is lost’, Personnel Review, Chartered Institute of Personnel and Development
19 (4), pp 3–8 (2010) Organization Development, London,
Armstrong, M (1984) A Handbook of Personnel CIPD
Management Practice, 2nd edn, London, Kogan Page Chartered Institute of Personnel and Development
Beckhard, R (1969) Organization Development: (2011) Developing Organisation Culture: Six case
Strategy and models, Reading, MA, Addison-Wesley studies, London, CIPD
Beer, M (1980) Organization Change and Cooke, R and Lafferty, J (1989) Organizational
Development: A systems view, Santa Monica, CA, Culture Inventory, Plymouth, MI, Human
Goodyear Synergistic
Bennis, W G (1969) Organization Development: Cummings, T G and Worley, C G (2005) Organization
Its nature, origin and prospects, Reading, MA, Development and Change, Mason, OH, South
Addison-Wesley Western
Buchanan, D and Huczynski, A (2007) Organizational Harrison, R (1972) Understanding your
Behaviour, Harlow, FT Prentice-Hall organization’s character, Harvard Business
Burke, W W (1995) Organization development: then, Review, 5, pp 119–28
now and tomorrow, Organization Development Herzberg, F, Mausner, B and Snyderman, B (1957)
Journal, 13 (4), pp 7–17 The Motivation to Work, New York, Wiley
166 Part 2 People and Organizations
PART III
factors afecting
employee behaviour
Pa r t I I I Co n t e n t s
13 Motivation
14 Commitment
15 Employee engagement
notably in the contribution of Richard Walton (1985) make a direct impact on individual performance.
whose seminal article in the Harvard Business In contrast, both commitment and engagement are
Review advocated the adoption of a commitment states of being that can be affected by managerial
strategy rather than one based on control. The most actions. They are not so direct or immediate as the
recent construct is that of engagement, which was direct instruments used in the motivation strategies
irst presented in a 1990 Academy of Management aimed at individuals. Engagement and commitment
Journal article by William Kahn. He deined engage- strategies may be more about taking action that
ment as ‘the harnessing of organization members’ affects employees collectively such as improvements
selves to their work roles’ (1990: 694). in the work environment.
The construct of engagement contains elements Three other aspects of the behaviour of people
of motivation and commitment, as explained in at work are considered in this part. The irst of these
Chapter 14. It also embraces the notion of organ- is job satisfaction, ie the attitudes and feelings
izational citizenship behaviour (OCB), which is that people have about their jobs. This is associated
positive discretionary behaviour at work that goes with motivation and engagement but it could be
beyond role requirements. The relationships between regarded as an outcome of engagement rather than
engagement, motivation and OCB are considered in a constituent of it. Whether or not job satisfaction
Chapter 15. improves performance is considered in Chapters 13
However, it is dificult to disentangle the con- and 15. Second, the relationship between money
cepts of motivation, commitment and engagement, and motivation is examined in Chapter 13. This is
although an attempt to do so is made in the three important because it affects policies and practices
chapters of this part. Simplistically, it could be argued concerned with the use of pay as an incentive or
that when motivation is extrinsic, ie when things reward. Third, reference is made in Chapter 15 to
are done to or for people in order to motivate them, the dark side of engagement – burnout – how it
such as through pay or recognition, the aim is to happens and what can be done about it.
References
Kahn, W A (1990) Psychological conditions of personal Walton, R E (1985) From control to commitment
engagement and disengagement at work, Academy in the workplace, Harvard Business Review,
of Management Journal, 33 (4), pp 692–724 March–April, pp 77–84
169
13
Motivation
K e y Co n C e P t s a n d t e r m s
Cognitive evaluation Herzberg’s two-factor model of
Content (needs) motivation motivation
theory Intrinsic motivation
Discretionary behaviour Instrumentality
Discretionary efort Job characteristics model
Equity theory Job satisfaction
Expectancy theory Law of efect
Extrinsic motivation Line of sight
Goal theory Management by objectives
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of motivation ● Motivation and job satisfaction
Establish
goal
Identify Take
need action
Attain
goal
research established that there were two factors that meant that he had considerable inluence on the job
affected feelings of satisfaction or dissatisfaction. enrichment movement, which sought to design jobs
Motivating factors or ‘satisiers’ relate to the job in a way that would maximize the opportunities
content and consist of the need for achievement, the to obtain intrinsic satisfaction from work and
interest of the work, responsibility and opportunities thus improve the quality of working life. Herzberg
for advancement. These needs are the intrinsic famously remarked that if you want people to do
motivators. He summed this up in the phrase ‘moti- a good job then give them a good job to do (quoted
vation by the work itself’. by Dowling, 1971).
Hygiene factors relate to the job context, includ-
ing such things as pay and working conditions. Self-determination theory
‘Hygiene’ is used in the medical use of the term,
As formulated by Deci and Ryan (2000) this theory
meaning preventative and environmental. In them-
states that individuals are motivated by the need
selves hygiene factors neither satisfy nor motivate
to achieve three fundamental goals: striving for
and they serve primarily to prevent job dissatis-
competence, autonomy and relatedness.
faction, while having little effect on positive job
attitudes. Pay is not a satisier but if it is inadequate
or inequitable it can cause dissatisfaction. However, Comment on content theories
its provision does not provide lasting satisfaction. Shields (2007: 74) observed that content theories
Herzberg’s two-factor theory in effect identiies share some common shortcomings. His criticisms
needs but it has been attacked by, for example, were that they incorrectly assume:
Opsahl and Dunnette (1966). The research method ● the existence of a universally applicable set
has been criticized because no attempt was made to of human needs;
measure the relationship between satisfaction and
● that according to Maslow (1954), needs
performance. It has been claimed that the two-factor
conform to a simple ordered hierarchy of
nature of the theory is an inevitable result of the
need importance, when in reality, needs seem
questioning method used by the interviewers. It has
to operate in a more lexible, less ordered
also been suggested that wide and unwarranted in-
and predictable way;
ferences have been drawn from small and specialized
samples and that there is no evidence to suggest that ● that the link between needs and behaviours
the satisiers do improve productivity. The under- is direct and automatic, rather than mediated
pinning assumption that everyone has the same needs by human consciousness, values and choice.
is invalid. Denise Rousseau (2006: 263) in her pres- In addition, he pointed out that content theories
idential address to the US Academy of Management ‘underestimate the motivational potency of extrinsic
summed up these views as follows: ‘Herzberg’s long rewards, including inancial rewards’.
discredited two-factor theory is typically included
in the motivation section of management textbooks,
despite the fact that it was discredited as an artefact
Process theory
of method bias over thirty years ago.’ In process theory, the emphasis is on the psycho-
In spite of these objections, the Herzberg two- logical or mental processes and forces that affect
factor theory continues to thrive; partly because motivation, as well as on basic needs. It is also
it is easy to understand and seems to be based on known as cognitive theory because it refers to
real-life rather than academic abstractions, and people’s perceptions of their working environment
partly because it convincingly emphasizes the and the ways in which they interpret and under-
positive value of the intrinsic motivating factors stand it. The main process theories are concerned
and highlights the need to consider both inancial with reinforcement, expectancy, goals, equity, and
and non-inancial factors when developing reward cognitive evaluation.
systems. It is also in accord with a fundamental
belief in the dignity of labour and the Protestant Reinforcement theory
ethic – that work is good in itself. Herzberg’s This is the oldest and least complex of the process
strength as a proselytizer rather than a researcher theories. It is based on ‘the law of effect’ as formulated
174 Part 3 factors Afecting Employee Behaviour
by Thorndike (1911), which states that over time frequently presented with new situations – a change
people learn about the relationships between their in job, payment system, or working conditions
actions and the consequences of them and this imposed by management – where past experience
understanding guides their future behaviour. In is an inadequate guide to the implications of the
other words, if they believe that something has change. In these circumstances, motivation may be
worked previously then they will do it again. It was reduced.
later developed by Hull (1943, 1951). Motivation is only likely when a clearly perceived
Skinner (1953) and others later built on these and usable relationship exists between performance
principles with the notion of ‘operant conditioning’, and outcome, and the outcome is seen as a means
which was inluenced by the work of Pavlov and his of satisfying needs. This explains why extrinsic
salivating dogs. As Shields (2007: 76) put it: ‘Positive inancial motivation – for example, an incentive or
reinforcement of desired behaviour elicits more of bonus scheme – works only if the link (line of sight)
the same; punishment of undesired behaviour between effort and reward is clear and the value of
(negative reinforcement) elicits less of the same.’ the reward is worth the effort. It also explains why
Reinforcement models continue to thrive today as intrinsic motivation arising from the work itself
explanatory vehicles for understanding work moti- can be more powerful than extrinsic motivation.
vation and job performance, and as a justiication Intrinsic motivation outcomes are more under the
of performance pay. control of individuals, who can place greater reliance
But reinforcement theory can be criticized for on their past experiences to indicate the extent to
taking an unduly mechanistic view of human nature. which positive and advantageous results are likely
It implies that people can be motivated by treating to be obtained by their behaviour.
them as machines – by pulling levers. In assuming This theory was developed by Porter and Lawler
that the present choices of individuals are based on (1968) into a model shown in Figure 13.2, which
an understanding of the outcomes of their past follows Vroom’s ideas by suggesting that there are
choices, reinforcement theory ignores the existing two factors determining the effort that people put
context in which choices are made. In addition, into their jobs: irst, the value of the rewards to indi-
motivational theories based on the principle of rein- viduals in so far as they satisfy their needs for security,
forcement pay insuficient attention to the inluence social esteem, autonomy and self-actualization;
of expectations – no indication is given of how to second, the probability that rewards depend on
distinguish in advance which outcomes would effort, as perceived by individuals – in other words,
strengthen responses and which would weaken their expectations about the relationships between
them. Above all, they are limited because they imply, effort and reward. Thus, the greater the value of a
in Allport’s (1954) vivid phrase, a hedonism of the set of awards and the higher the probability that
past. receiving each of these rewards depends upon effort,
the greater the effort that will be put forth in a given
situation.
Expectancy theory But, as Porter and Lawler emphasized, mere effort
Expectancy theory states that motivation will be is not enough. It has to be effective effort if it is to
high when people know what they have to do in produce the desired performance. The two variables
order to get a reward, expect that they will be able additional to effort that affect task achievement are:
to get the reward and expect that the reward will be 1) ability – individual characteristics such as intel-
worthwhile. ligence, knowledge, skills; 2) role perceptions –
The concept of expectancy was originally con- what the individual wants to do or thinks they are
tained in the valency-instrumentality-expectancy required to do. These are good from the viewpoint
(VIE) theory that was formulated by Vroom (1964). of the organization if they correspond with what
Valency stands for value; instrumentality is the it thinks the individual ought to be doing. They are
belief that if we do one thing it will lead to another; poor if the views of the individual and the organiza-
and expectancy is the probability that action or tion do not coincide.
effort will lead to an outcome. Alongside goal theory (see below), expectancy
The strength of expectations may be based on past theory has become the most inluential motivation
experiences (reinforcement), but individuals are theory, particularly as it affects performance and
Chapter 13 Motivation 175
Effort Performance
Probability that
Role
reward depend
expectations
upon effort
reward management. But reservations have been ● may be able to evaluate the extrinsic rewards
expressed about it. House et al (1974) remarked they expect but may ind it dificult to
that: ‘Evidence for the validity of the theory is evaluate the possibility of achieving intrinsic
very mixed.’ They also established that there were rewards;
a number of variables affecting expectations that ● may ind it dificult to distinguish the beneits
make it dificult to predict how they function. of one possible outcome from another.
These are:
They concluded that: ‘Expectancy theory can account
● Leadership behaviour – the function of the for some of the variations in work effort but far less
leader in clarifying expectations, guiding, than normally attributed to it’ (ibid 386).
supporting and rewarding subordinates. Shields (2007: 80) commented that a problem
● Individual characteristics – the subjects’ with expectancy theory is that it assumes that
perception of their ability to perform the ‘behaviour is rational and premeditated when we
required task. know that much workplace behaviour is impulsive
● Nature of the task – whether accomplishing and emotional’.
the task provides the necessary However, in spite of these objections, the simple
reinforcements and rewards. message of expectancy theory – that people will be
motivated if they expect that their behaviour will
● The practices of the organization – its produce a worthwhile reward – is compelling. And
reward and control systems and how it it provides a useful tool to assess the effectiveness of
functions. motivating devices such as performance-related pay.
Research conducted by Behling and Starke (1973)
established that individuals: Goal theory
Goal theory as developed by Latham and Locke
● make crucial personal decisions without
(1979) following their research states that motivation
clearly understanding the consequences;
and performance are higher when individuals are
● do not in practice consistently evaluate their set speciic goals, when goals are demanding but
order of preference for alternative actions; accepted, and when there is feedback on performance.
● have to assign two values when making a Goals must be clearly deined. Participation in goal
decision – its desirability and its achievability setting is important as a means of getting agreement
– but they tend to be inluenced mainly by to the setting of demanding goals. Feedback is vital
desirability – they let their tastes inluence in maintaining motivation, particularly towards the
their beliefs; achievement of even higher goals.
176 Part 3 factors Afecting Employee Behaviour
However, the universality of goal theory has feedback, when used to convey to people a sense
been questioned. For example, Pintrich (2000) noted of appreciation for work well done, will tend to be
that people have different goals in different circum- experienced informationally and will maintain or
stances and that it is hard to justify the assumption enhance intrinsic motivation. But when they are used
that goals are always accessible and conscious. And to motivate people, they will be experienced con-
Harackiewicz et al (2002) warned that goals are trollingly and will undermine intrinsic motivation.’
only effective when they are consistent with and Deci et al (1999) followed up this research by
match the general context in which they are pursued. carrying out a meta-analysis of 128 experiments on
But support for goal theory was provided by rewards and intrinsic motivation to establish the
Bandura and Cervone (1983) who emphasized the extent to which intrinsic motivation was under-
importance of self-eficacy (a belief in one’s ability mined by rewards. The results of the study indicated
to accomplish goals). that for high-interest tasks, rewards had signiicant
negative effects on what the researchers called ‘free-
Equity theory choice measures’, which included the time spent on
the task after the reward was removed.
Equity theory, as deined by Adams (1965), is con- But as noted by Gerhart and Rynes (2003: 52):
cerned with the perceptions people have about ‘The vast majority of research on this theory has
how they are being treated as compared with others. been performed in school rather than work settings,
He proposed that employees assess the fairness or often with elementary school-aged children.’ But
otherwise of their rewards (outcomes) in relation to that did not stop other commentators assuming
their effort or qualiications (inputs) and that they that the results were equally signiicant for working
do this by comparing their own input/output ratio adults. It is interesting to note that research in in-
against that of other individuals. If the input/output dustry conducted by Deci and Ryan (1985), while it
ratio is perceived to be unfavourable, they will feel found that inancial incentives did decrease intrinsic
that there is reward inequity. motivation in high-control organizational cultures,
Equity theory explains only one aspect of the pro- also established that in organizations with the
cesses of motivation and job satisfaction, although opposite high-involvement culture, intrinsic and ex-
it may be signiicant in terms of morale and, possibly, trinsic motivation were both increased by monetary
of performance. incentives. Context is all important. Moreover, a
meta-analysis of 145 studies conducted by Cameron
Social learning theory et al (2001) led to the conclusion that rewards do
Social learning theory as developed by Bandura not inevitably have negative effects on intrinsic
(1977) combines aspects of both reinforcement and motivation.
expectancy theory. It recognizes the signiicance of
the basic behavioural concept of reinforcement Purposeful work behaviour
as a determinant of future behaviour but also A more recent integrated motivation theory formu-
emphasizes the importance of internal psychological lated by Barrick and Mount (2013) focused on the
factors, especially expectancies about the value of impact on motivation of individual factors, such as
goals and the individual’s ability to reach them. personality and ability, and situational factors, such
The term ‘reciprocal determinism’ is used to denote as job characteristics. The motivation to engage in
the concept that while the situation will affect purposeful work behaviour depends on both these
individual behaviour individuals will simultaneously factors.
inluence the situation.
Comment on process theories
Cognitive evaluation theory Process theories are not based on suspect assump-
Cognitive evaluation theory contends that the use tions about the universality of needs, as are content
of extrinsic rewards may destroy the intrinsic moti- theories. Process theories emphasize the importance
vation that lows from inherent job interest. It was of individual decision-making on work behaviour.
formulated by Deci and Ryan (1985). Referring As pointed out by Shields (2007: 85) They ‘ac-
to their research, they stated that: ‘Rewards, like knowledge the importance of social and job context
Chapter 13 Motivation 177
Two-factor model Two groups of factors affect job The research methodology has
Herzberg (1957, satisfaction: 1) those intrinsic been strongly criticized (it does
1966) to the work itself; 2) those not support the existence of two
extrinsic to the job such as pay factors) and the underpinning
and working conditions. The assumption that everyone has
factors that affect positive the same needs is invalid. But it
feelings (the motivating factors) has influenced approaches to job
are quite different from those design (job enrichment) and it
that affect negative feelings supports the proposition that
(the hygiene factors). reward systems should provide
for both financial and non-financial
rewards.
ta b L e 1 3 .1 Continued
Category Theory Summary of theory Implications
based on the belief that productivity could be in- the work itself. However, it must be re-emphasized
creased by making workers more satisied, primarily that different people have different needs and
through pleasant and supportive supervision and by wants. Some will be much more motivated by
meeting their social needs. But research by Katz money than others. What cannot be assumed is that
et al (1950) and Katz et al (1951) found that the money motivates everyone in the same way and to
levels of satisfaction with pay, job status or fellow the same extent. Thus it is naive to think that the
workers in high productivity units were no different introduction of a performance-related pay scheme
to those in low productivity units. will miraculously transform everyone overnight
Meta-analysis by Brayield and Crocket (1955) of into well-motivated, high-performing individuals.
a number of studies concluded that there was little Nevertheless, money is a powerful force because
evidence of any simple or appreciable relationship it is linked directly or indirectly to the satisfaction of
between satisfaction and performance. A later review many needs. Money may in itself have no intrinsic
of research by Vroom (1964) found that the median meaning, but it acquires signiicant motivating
correlation between job satisfaction and job per- power because it comes to symbolize so many intan-
formance for all these studies was only 0.14, which gible goals. It acts as a symbol in different ways for
is not high enough to suggest any marked relation- different people, and for the same person at different
ship between them. Spector (1997) came to the times.
same conclusion. Indeed, it can be argued that it is But do inancial incentives motivate people? The
not increases in satisfaction that produce improved answer is yes, for those people who are strongly
performance but improved performance that in- motivated by money and whose expectations are
creases satisfaction. This was conirmed by data on that they will receive a worthwhile inancial reward.
the link between job satisfaction and performance But less conident employees may not respond to
for 177 store managers, analysed by Christen et al incentives that they do not expect to achieve. It can
(2006). It was established that store managers’ per- also be argued that extrinsic rewards may erode
formance increased their job satisfaction but that intrinsic interest – people who work just for money
job satisfaction had no impact on job performance. could ind their tasks less pleasurable and may not,
therefore, do them so well. What we do know is
that a multiplicity of factors is involved in perform-
ance improvements and many of those factors are
Motivation and money interdependent.
Money can therefore provide positive motivation
Money, in the form of pay or some other sort of in the right circumstances not only because people
remuneration, is regarded by many people as the need and want money but also because it serves as
most obvious extrinsic reward. Money seems to a highly tangible means of recognition. But badly
provide the carrot that most people want. designed and managed pay systems can demotivate.
Doubts were cast on the effectiveness of money Another researcher in this area was Jaques (1961),
by Herzberg (1968), which although unsupported who emphasized the need for such systems to be
by his research have some degree of face validity. perceived as being fair and equitable. In other words,
He claimed that while the lack of money can cause the reward should be clearly related to effort or level
dissatisfaction, its provision does not result in lasting of responsibility and people should not receive less
satisfaction. There is something in this, especially money than they deserve compared with their fellow
for people on ixed salaries or rates of pay who do workers. Jaques called this the ‘felt-fair’ principle.
not beneit directly from an incentive scheme. They
may feel good when they get an increase; apart
from the extra money, it is a highly tangible form
of recognition and an effective means of helping Motivation strategies
people to feel that they are valued. But this feeling
of euphoria can rapidly die away. Other causes of Motivation strategies aim to create a working envir-
dissatisfaction from Herzberg’s list of hygiene factors, onment and to develop policies and practices that
such as working conditions or the quality of man- will provide for higher levels of performance from
agement, can loom larger in some people’s minds employees. The factors affecting them and the HR
when they fail to get the satisfaction they need from contribution are summarized in Table 13.2.
Chapter 13 Motivation 181
The complexity of the process of motivation Avoid the trap of developing or supporting strategies
means that simplistic approaches based on that offer prescriptions for motivation based on a
instrumentality or needs theory are unlikely simplistic view of the process or fail to recognize
to be successful. individual differences.
Extrinsic motivators such as incentive pay Develop total reward systems that provide
can have an immediate and powerful effect, opportunities for both financial and non-financial
but it will not necessarily last long. The rewards to recognize achievements. Bear in mind,
intrinsic motivators, which are concerned however, that financial rewards systems are not
with the ‘quality of working life’ (a phrase necessarily appropriate and the lessons of
and movement that emerged from this expectancy, goal and equity theory need to be taken
concept), are likely to have a deeper and into account in designing and operating them.
longer-term effect because they are inherent Pay particular attention to recognition as a means of
in individuals and the work they do and not motivation.
imposed from outside in such forms as Develop intrinsic motivation by paying attention to
performance-related pay. job design, ensuring that managers are aware of its
importance and their role in designing intrinsically
motivating jobs.
Some people will be much more motivated Avoid the introduction of a performance-related
by money than others. It cannot be assumed pay scheme in the belief that it will miraculously
that money motivates everyone in the same transform everyone overnight into well-motivated,
way and to the same extent. high-performing individuals.
The need for work that provides people with Advise on processes for the design of jobs that take
the means to achieve their goals, a account of the factors affecting the motivation to
reasonable degree of autonomy, and scope work, providing for job enrichment in the shape of
for the use of skills and competences. variety, decision-making responsibility and as much
control as possible in carrying out the work.
The need for the opportunity to grow by Provide facilities and opportunities for learning
developing abilities and careers. through such means as personal development
planning processes as well as more formal training.
Develop career planning processes.
182 Part 3 factors Afecting Employee Behaviour
ta b L e 1 3 .2 Continued
The cultural environment of the organization Advise on the development of a culture that
in the shape of its values and norms will supports processes of valuing and rewarding
influence the impact of any attempts to employees.
motivate people by direct or indirect means.
Achievement motivation is important for Pay attention to job design to ensure that people are
managers and those who aspire to greater given the scope to achieve.
responsibility. Develop talent management processes to provide
people with opportunities to achieve and
performance management processes to provide
them with feedback on how well they are achieving
and what they must do to achieve more.
The process of motivation most significant theories are those concerned with
expectancy, goal setting, equity and cognitive
Motivation is goal-directed behaviour. People are evaluation, which are classified as process or
motivated when they expect that a course of action cognitive theories.
is likely to lead to the attainment of a goal and a valued
reward – one that satisfies their needs and wants.
Motivation strategies
Types of motivation Motivation strategies aim to create a working
environment and to develop policies and practices
The two basic types are intrinsic and extrinsic motivation.
that will provide for higher levels of performance from
employees. They include the design of intrinsically
Motivation theories motivating jobs and leadership development
There are a number of motivation theories that, in programmes and the development of total reward
the main, are complementary to one another. The systems and performance management processes.
Chapter 13 Motivation 183
Questions
1 What is motivation? 11 What is cognitive evaluation theory?
2 What is the difference between extrinsic and 12 Which motivation theory provides the best
intrinsic motivation? guide on the principles of performance-related
3 What is instrumentality? pay and why?
4 What is reinforcement? 13 What message for HR policy is provided by
5 What is content or needs theory? the belief that motivation is a highly complex
process?
6 How valid is Maslow’s concept of the
hierarchy of human needs? 14 Why is recognition so important as a means
of motivation?
7 How valid is Herzberg’s two-factor theory of
motivation? 15 Why are there limitations in the power of
money to motivate?
8 What is expectancy theory?
16 Why is intrinsic motivation through the work
9 What is goal theory?
itself likely to be more effective in the longer
10 What is equity theory? term than extrinsic motivation?
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Work Psychology, London, Pitman York, Plenum
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Englewood Cliffs, NJ, Prentice-Hall “why” of goal pursuits: human needs and the
Bandura, A and Cervone, D (1983) Self-evaluation and self-determination of behaviour, Psychological
self-eficacy mechanisms governing the motivational Inquiry, 11, pp 227–68
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Social Psychology, 45 (5), pp 1017–28 A meta-analytic review of experiments examining
Barrick, M R and Mount, M K (2013) The theory of the effects of extrinsic rewards on intrinsic
purposeful work behavior: the role of personality, motivation, Psychological Bulletin, 25,
higher-order goals, and job characteristics, Academy pp 627–68
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185
14
Commitment
K e y Co n C e P t s a n d t e r m s
Commitment Pluralist
High commitment model Psychological contract
Mutuality Unitarist
Organizational engagement
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of organizational ● The impact of high commitment
commitment ● Factors affecting commitment
● The importance of commitment ● Developing a commitment strategy
● Commitment and engagement
● Problems with the concept of
commitment
with lower labour turnover and absence, but there Organizational commitment is an important facet of
is no clear link to performance.’ Swailes (2002: 164) the state of engagement when it is conceptualized
conirmed that: ‘Despite the best efforts of research- as positive attachment to the larger organizational
ers... the evidence for a strong positive link between entity and measured as a willingness to exert
commitment and performance remains patchy.’ energy in support of the organization, to feel pride
It is probably unwise to expect too much from as an organizational member, and to have personal
commitment as a means of making a direct and identiication with the organization.
immediate impact on performance. It is not the Clearly organizational engagement and commitment
same as motivation. It is possible to be dissatisied are closely associated, and commitment was included
with a particular feature of a job while retaining by the Institute for Employment Studies in its model
a fairly high level of commitment to the organization (see Chapter 15) as an element of engagement.
as a whole. But it is reasonable to believe that strong Appelbaum et al (2000: 183) noted that: ‘The willing-
commitment to work may result in conscientious ness to exert extra effort is the aspect of organizational
and self-directed application to do the job, regular commitment that has been shown to be most closely
attendance, the need for less supervision and a high related to an employee’s job performance.’ Robinson
level of discretionary effort. Commitment to the et al (2004: 7) suggested that the closest relation-
organization will certainly be related to the intention ship of commitment to engagement was ‘affective
to stay there. commitment, ie the satisfaction people get from
their jobs and their colleagues and their willingness
to go beyond the call of duty for the sake of the
organization’. Salanova et al (2005) saw commitment
Commitment and as part of engagement but not equivalent to it.
The analysis of the concept of commitment as
engagement undertaken in this chapter is based on a considerable
body of work exploring its nature and signiicance,
The notion of commitment as described above and therefore helps to illuminate the somewhat elusive
appears to be very similar if not identical to that notion of engagement as discussed in Chapter 15.
of organizational engagement that, as deined in But there are problems with commitment, as discussed
Chapter 15, focuses on attachment to, or identiica- below.
tion with, the organization as a whole. Are there
any differences?
Some commentators have asserted that commit-
ment is a distinct although closely linked entity. Critical evaluation of the
As cited by Buchanan (2004: 19), the US Corporate
Executive Board divides engagement into two as- concept of commitment
pects of commitment: 1) rational commitment,
which occurs when a job serves employees’ inancial, A number of commentators have raised questions
developmental or professional self-interest; and 2) about the concept of commitment. These relate to
emotional commitment, which arises when workers three main problem areas: 1) the imprecise nature
value, enjoy and believe in what they do and has four of the term, 2) its unitary frame of reference, and
times the power to affect performance as its more 3) commitment as an inhibitor of lexibility.
pragmatic counterpart. The Corporate Executive
Board (2004: 1) indicated that engagement is ‘the
extent to which employees commit to someone or The imprecise nature of the term
something in their organization, how hard they
work, and how long they stay as a result of that Guest (1987: 513) raised the question of what com-
commitment’. Wellins and Concelman (2005: 1) mitment really means as follows:
suggested that ‘to be engaged is to be actively The case for seeking high commitment among
committed’. And Macey and Schneider (2008: 8–9) employees seems plausible but the burgeoning
observed that: research on the topic has identiied a number of
188 Part 3 factors Afecting Employee Behaviour
The research conducted by Purcell et al (2003) iden- 4 Develop a positive psychological contract
tiied the following key policy and practice factors (the set of reciprocal but unwritten
that inluence levels of commitment: expectations that exist between individual
employees and their employers) by treating
● received training last year; people as stakeholders, relying on consensus
● satisied with career opportunities; and cooperation rather than control and
● satisied with the performance appraisal coercion, and focusing on the provision of
system; opportunities for learning, development and
career progression.
● think managers are good in people
management (leadership); 5 Advise on the establishment of partnership
agreements with trade unions that emphasize
● ind their work challenging;
unity of purpose, common approaches to
● think their irm helps them achieve a work– working together and the importance of
life balance; giving employees a voice in matters that
● satisied with communication or company concern them.
performance. 6 Recommend and take part in the achievement
of single status for all employees (often
included in a partnership agreement) so that
Developing a commitment there is no longer an ‘us and them’ culture.
7 Encourage management to declare a policy
strategy of employment security and ensure that steps
are taken to avoid involuntary redundancies.
A commitment strategy can be based on the high-
commitment model incorporating policies and 8 Develop performance management processes
practices in areas of HR such as job design, learning that provide for the alignment of
and development, career planning, performance organizational and individual objectives.
management, reward management, participation, 9 Advise on means of increasing employee
communication and employee well-being. HR should identiication with the company through
play a major part in developing a high-commitment rewards related to organizational
organization. The 10 steps it can take are: performance (proit sharing or gainsharing)
1 Advise on methods of communicating the or employee share ownership schemes.
values and aims of management and the 10 Enhance employee job engagement, ie
achievements of the organization so that identiication of employees with the job they
employees are more likely to identify with are doing, through job design processes that
the organization as one they are proud to aim to create higher levels of job satisfaction
work for. (job enrichment).
190 Part 3 factors Afecting Employee Behaviour
Questions
1 What is commitment? 7 What did the research conducted by Purcell
2 What is mutuality? et al (2003) tell us about the factors affecting
commitment?
3 What are the three characteristics of
commitment? 8 Is a belief in the virtues of commitment based
on an unrealistic unitary view of employment
4 Why is commitment important?
relationships?
5 What impact can high levels of commitment
9 Do high levels of commitment result in lack of
have on performance?
lexibility and, if so, what can be done about it?
6 What is the relationship between commitment
10 What are the essential features of a
and engagement?
commitment strategy?
References
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15
Employee
engagement
K e y Co n C e P t s a n d t e r m s
Commitment Leader-member exchange
Discretionary behaviour Motivation
Engagement Organizational citizenship
Extrinsic motivation behaviour
Intrinsic motivation Organizational engagement
Job engagement Social exchange theory
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The meaning of employee ● The components of engagement
engagement ● The drivers of engagement
● Job engagement ● Outcomes of engagement
● Organizational engagement ● Enhancing engagement
● The theory of engagement ● The signiicance of burnout
According to Truss et al (2013: 1): ‘The notion that 1 intellectual engagement – thinking hard
individuals can be “personally” engaged in their about the job and how to do it better;
work, investing positive emotional and cognitive 2 affective engagement – feeling positively
energy into their role performance, was irst pro- about doing a good job;
posed by William Kahn (1990) in his seminal article
3 social engagement – actively taking
in the Academy of Management Journal’. Schaufeli
opportunities to discuss work-related
(2013: 15) commented: ‘It is not entirely clear when
improvements with others at work.
the term “engagement” was irst used in relation to
work, but generally the Gallup Organization is
credited with coining the term, sometime during the
1990s’.
Job or organizational engagement
Reilly and Brown (2008) noted that the terms or both
‘job satisfaction’, ‘motivation’ and ‘commitment’
The term ‘engagement’ can be used in a speciic
are generally being replaced now in business by
job-related way to describe what takes place when
‘engagement’ because it appears to have more de-
people are interested in and positive – even excited
scriptive force and face validity. Truss et al (2013:
– about their jobs, exercise discretionary behaviour
2657) suggested that ‘engagement may constitute
and are motivated to achieve high levels of per-
the mechanism through which HRM practitioners
formance. It is described as job or work engagement.
impact individual and organizational performance’.
Truss et al (2006: ix) stated that: ‘Put simply, engage-
This chapter starts with an analysis of the
ment means feeling positive about your job.’ They
meaning of employee engagement and continues
went on to explain that: ‘The engaged employee is the
with an assessment of the components, drivers and
passionate employee, the employee who is totally
outcomes. This is followed by a discussion of what
immersed in his or her work, energetic, committed
Macey et al describe as burnout, the possibility of
and completely dedicated’ (ibid: 1).
which should be taken into account in pursuing the
Organizational engagement focuses on attach-
engagement strategies described at the end of the
ment to or identiication with the organization as
chapter.
a whole. The Conference Board (2006) deined
employee engagement as the heightened connection
that employees feel for their organization. Robinson
et al (2004: 9) emphasized the organizational aspect
The meaning of employee of engagement when they referred to it as ‘a positive
engagement attitude held by the employee towards the organiza-
tion and its values’. This deinition of organizational
Kahn (1990: 894) deined employee engagement engagement resembles the traditional notion of
as ‘the harnessing of organization members’ selves commitment.
to their work roles; in engagement, people employ Perhaps the most illuminating and helpful approach
and express themselves physically, cognitively, and to the deinition of engagement is to recognize that
emotionally during role performances’. There have it involves both job and organizational engagement
been dozens of deinitions since the explosion of as suggested by Saks (2006) and Balain and Sparrow
interest in the concept during the 2000s. Harter (2009).
et al (2002: 269) stated that engagement was ‘the
individual’s involvement and satisfaction with as
well as enthusiasm for work. A later deinition was
produced by Macey et al (2009: 7) who deined
The theory of engagement
engagement as ‘an individual’s purpose and focused
Saks (2006: 603) thought that a strong theoretical
energy, evident to others in the display of personal
rationale for engagement was provided by social
initiative, adaptability, effort and persistence directed
exchange theory. As he described it:
towards organizational goals’.
Alfes et al (2010: 5) saw engagement as having Social exchange theory argues that obligations are
three core facets: generated through a series of interactions between
Chapter 15 Employee Engagement 195
Engagement
Motivation
SOuRCE: Armstrong et al (2000)
196 Part 3 factors Afecting Employee Behaviour
Yalabik et al (2013: 2803) proposed that ‘affective organizational citizenship behaviours and mental
commitment’ (ie an emotional attachment to, identi- health. Negatively, it is related to turnover and
ication with and involvement with the organization) stress.
is an antecedent of work engagement.
that supervisory support is positively related to in high performance. He suggested that it is possible
employee engagement as is involvement in decision- that being in a well-performing unit makes employees
making and day-to-day control over tasks and engaged, not the other way round a possible. In
schedules. Macey and Schneider (2008) argued that other words ‘reverse causation’ (A situation where
when leaders have clear expectations, are fair, and A might have caused B but it is just as likely that B
recognize good performance they will have positive caused, A).
effects on employee engagement by engendering
a sense of attachment to the job. Research by
MacLeod and Clarke (2009) conirmed that line
managers played a key part in promoting engage- Enhancing employee
ment by providing clarity of purpose, appreciating
employees’ effort and contribution, treating their engagement
people as individuals and ensuring that work is or-
ganized eficiently and effectively so that employees Research conducted by Towers Perrin (2003)
feel they are valued, and equipped and supported to showed that enhancing engagement is a process
do their job. that never ends and it rests on the foundation of
Macey et al (2009: 11) emphasized the work a meaningful and emotionally enriching work ex-
environment and the jobs people do. They noted perience. Furthermore, it is not about making peo-
that: ‘Engagement requires a work environment that ple happy, or paying them more money. Important
does not just demand more but promotes information as pay and beneits are in attracting and retaining
sharing, provides learning opportunities and fosters people, it was found they play a less signiicant role
a balance in people’s lives, thereby creating the bases in engaging people in their work. The elements
for sustained energy and personal initiative.’ found to be fundamental for engagement were
strong leadership, accountability, autonomy, a sense
of control over one’s environment and opportunities
for development.
Outcomes of engagement Jenkins and Delbridge (2013) proposed that in
line with Storey’s (1989) contrast between ‘hard’
Stairs and Galpin (2010) claimed that high levels of and ‘soft’ HRM it was possible to distinguish be-
engagement have been shown to relate to: tween hard and soft management approaches to
enhancing engagement. In their case studies of two
● lower absenteeism and higher employee companies, one adopted a soft approach that centred
retention; on work design and promoting positive workplace
● increased employee effort and productivity; conditions and relationships between management
● improved quality and reduced error rates; and employees. Enhanced employee engagement
was seen as a positive outcome – productivity was
● increased sales;
not the primary goal. In the other case, a ‘hard’ ap-
● higher proitability, earnings per share and proach concentrated on directly increasing employee
shareholder returns; effort to improve organizational performance. In
● enhanced customer satisfaction and loyalty; the company using a soft approach high levels of
● faster business growth; and engagement were reported, while in the other com-
pany high levels of employee disengagement were
● higher likelihood of business success.
evident.
Alfes et al (2010: 2) asserted that engaged employees To enhance employee engagement employers have
perform better, are more innovative than others, are to address issues concerning both aspects of engage-
more likely to want to stay with their employers, ment – job and organizational engagement. These
enjoy greater levels of personal well-being and per- are interrelated and any actions taken to enhance
ceive their workload to be more sustainable than either aspect will be mutually supporting. However,
others. it is useful to consider what can be done speciically
However, Sparrow (2013: 102) warned against in each area, bearing in mind the particular circum-
over-conident claims that high engagement results stances and needs of the organization.
198 Part 3 factors Afecting Employee Behaviour
Feedback, praise and recognition Gives positive feedback and praise and rewards good work
Managing time and resources Ensures resources are available to meet workload
Following processes and procedures Understands and explains processes and procedures
Culture/people management
• Supportive supervisors
• Regular open feedback
• Teamworking
• Involvement in decision-making
• Career development Staff attitudes and commitment
• Work–life balance • Satisfaction with pay and
recognition Performance
• Treated fairly
Rewards • Feeling involved and developed
• Performance pay • Identification with organization
• Variable pay
• Team rewards
• Recognition
• Reward for customer
service/quality
• Single status
Land Registry is a government executive agency employ- national core competency framework, provided the oppor-
ing 300 people. Engaging and enthusing its staff has been tunity to discuss knowledge, skills and ‘most importantly’
a challenge. The Swansea site was an underperforming attitudes. The framework bands nine competencies in five
office within an otherwise successful organization. Today it main performance areas:
is one of the most productive Land Registry offices as a result
● Delivering results: planning and organizing the
of a planned high-engagement working change process.
workload; and dealing effectively with/managing
The change process focused on the engagement of
change.
individuals at all levels. An internal project board master-
minded a series of staff surveys and conferences. Senior ● Effective teamwork: contributing to the team’s
management team away-days and line management performance; and building and leading a team.
training and coaching to improve performance manage-
● Knowledge and experience: acquiring and applying
ment and the development of soft skills were all resourced
technical/specialist knowledge.
in-house. Training initially focused on senior management
team development, so they could understand and lead ● Providing a quality service: meeting customers’ needs;
the changes, building middle management skills so that and anticipating problems and achieving solutions.
they could lead change and create an atmosphere in which
● Personal effectiveness: communicating effectively;
employees could have confidence in an open appraisal
and showing initiative and determination.
process, and team building and development. Service to
customers was always at the centre of the process. Each of these competencies can be demonstrated at four
Personal development plans, based on Land Registry’s levels, from entry to senior management level.
Questions
1 What is employee engagement? 12 What are the main conclusions about
2 What is job engagement? engagement reached by the research conducted
by MacLeod and Clarke (2009)?
3 What is organizational engagement?
13 What are the main conclusions about
4 What are the components of engagement?
engagement reached by the research conducted
5 What is organizational citizenship behaviour? by Alfes et al (2010)?
6 What is the relationship between engagement 14 What is social exchange theory?
and commitment?
15 What is discretionary behaviour?
7 What is the relationship between engagement
16 What are the main drivers of engagement as
and motivation?
listed by MacLeod and Clarke (name at least
8 What is the relationship between engagement three)?
and organizational citizenship behaviour?
17 How can job engagement be enhanced?
9 What are the main outcomes of engagement
18 What is the role of job design in job
(name at least four)?
engagement?
10 What are the main conclusions about
19 How can organizational engagement be
engagement reached by the research conducted
enhanced?
by Saks (2006)?
20 What is high-involvement management?
11 What are the main conclusions about
engagement reached by the research conducted
by Balain and Sparrow (2009)?
References
Alfes, K, Truss, C, Soane, E C, Rees, C and Gatenby, Lancaster, Lancaster University Management
M (2010) Creating an Engaged Workforce, School
London, CIPD Chartered Institute of Personnel and Development
Armstrong, M, Brown, D and Reilly, P (2010) Evidence- (2012) Employee Engagement Factsheet, available
based Reward Management, London, Kogan Page at www.cipd.co.uk/hr-resources/factsheets/
Balain, S and Sparrow, P (2009) Engaged to Perform: employee-engagement.aspx [accessed October
A new perspective on employee engagement, 2012]
204 Part 3 factors Afecting Employee Behaviour
Chartered Institute of Personnel and Development Lewis, R, Donaldson-Feilder, E and Tharani, T (2012)
(2012) Where has all the trust gone? London, Management Competencies for Enhancing
CIPD Employee Engagement, London, CIPD
Christian, M S, Garza, A S and Slaughter, J E (2011) Little, B and Little, P (2006) Employee engagement:
Work engagement: a quantitative review and conceptual issues, Journal of Organizational
test of its relations with task and contextual Culture, Communications and Conlict, 10 (1),
performance, Personnel Psychology, 64 (1), pp 111–20
pp 89–136 Locke, E A (1976) The nature and causes of job
Coffman, C and Gonzalez-Molina, G (2002) Follow satisfaction, in (ed) M D Dunnette, Handbook
This Path, New York, Warner Business Books of Industrial and Organizational Psychology,
Conference Board (2006) Employee Engagement: Chicago, Rand McNally, pp 1297–343
A review of current research and its implications, Macey, W H and Schneider, B (2008) The meaning
New York, Conference Board of employee engagement, Industrial and
Crawford, E R, Rich, B L, Buckman, B and Bergeron, Organizational Psychology: Perspectives on
J (2013) The antecendents and drivers of employee Science and Practice, 1, pp 3–30
engagement in (eds) C Truss, R Deldridge, K Ales, Macey, W H, Schneider, B, Barbera, K M and Young,
A Shantz and E Soane, Employee Engagement in S A (2009) Employee Engagement, Malden, MA,
Theory and Practice, London, Routledge, Wiley-Blackwell
pp 57–81 MacLeod, D and Clarke, N (2009) Engaging for
Guest, D (2009) Review of Employee Engagement: Success: Enhancing performance through
Notes for a discussion (unpublished), prepared employee engagement, London, Department for
speciically for the MacLeod and Clarke 2009 Business Innovation and Skills
review of employee engagement. Maslach, C and Jackson, S E (1981) The
Guest, D E (2013) Employee engagement: fashionable measurement of experienced burnout, Journal
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R Deldridge, K Ales, A Shantz and E Soane, McGregor, D (1960) The Human Side of Enterprise,
Employee Engagement in Theory and Practice, New York, McGraw-Hill
London, Routledge, pp 221–235 Organ, D W (1988) Organizational Citizenship
Hakanen, J J, Bakker, A B and Schaufeli, W B (2006) Behaviour: The good soldier syndrome, Lexington,
Burnout and work engagement among teachers, MA, Lexington Books
Journal of School Psychology, 43, pp 495–513 Purcell, J (2013) Employee voice and engagement,
Harter, J K, Schmidt, F L and Hayes, T L (2002) in (eds) C Truss, R Deldridge, K Alfes, A Shantz
Business-unit level relationship between employee and E Soane, Employee Engagement in Theory
satisfaction, employee engagement, and business and Practice, London, Routledge, pp 236–49
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Psychology, 87, pp 268–79 Swart, J (2003) People and Performance: How
Jenkins, S and Delbridge, R (2013) Context matters: people management impacts on organizational
examining ‘soft’ and ‘hard’ approaches to performance, London, CIPD
employee engagement in two workplaces, Rees, C, Alfes, K and Gatenby, M (2013)
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Management, 24 (14), pp 2670–91 and consequences, International Journal of
Kahn, W A (1990) Psychological conditions of Human Resource Management, 24 (14),
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Keenoy, T (2013) Engagement: A murmeration of management? WorldatWork Journal, 17 (4),
objects? in (eds) C Truss, R Deldridge, K Alfes, pp 37–49
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Lawler, E E (1986) High Involvement Management, The Drivers of Employee Engagement, Brighton,
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E Soane, Employee Engagement in Theory and Theory and Practice, London, Routledge
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Sparrow, P (2013) Strategic HRM and employee R, (2013) Employee engagement, organizational
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Routledge, pp 99–115 pp 2657–69
Stairs, M and Galpin, M (2010) Positive engagement: Truss, C, Soane, E, Edwards, C, Wisdom, K, Croll,
from employee engagement to workplace A and Burnett, J (2006) Working Life: Employee
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and N Garcea, The Oxford Handbook of Positive Vance, R J (2006) Employee Engagement and
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Learning, pp 3–19
206
PART IV
People resourcing
Pa r t I V Co n t e n t s
16 Strategic resourcing
17 Workforce planning
18 Recruitment and selection
19 Resourcing practice
20 Talent management
Introduction
now and in the future and what steps should be
People resourcing, often called ‘employee resourc- taken to meet those requirements.
ing’ or simply ‘resourcing’, is the term used to cover The core resourcing activities of recruitment and
employment activities that ensure the organization selection and handling employment issues discussed
has the people it needs, and deals with employee in the next two chapters are transactional. There are
issues such as turnover and absenteeism issues. some who are rather dismissive about them, imply-
The employment activities comprise workforce ing that HR is primarily a transformational activity
planning, recruitment and selection, attracting and and that recruitment, while necessary, is best left to
retaining people, managing employee turnover, the sidelined inhabitants of shared service centres so
absence management and talent management. that business partners can get on with what really
People resourcing is associated with learning and matters. They could not be more wrong. If HR does
development programmes that provide for the not deliver the transactional services expected of it,
organization to have the skills and talented people then no amount of strategizing will save the function
it requires. from being dismissed as a luxury.
Resourcing is a vital organizational activity that However, talent management as described in
recognizes that the strategic capability of a irm Chapter 20 contains both transformational and
depends on its resource capability in the shape of transactional elements. It recognizes that businesses
people (the resource-based view). This is the strategic with the best people win and that the way to trans-
approach to resourcing, as explained in Chapter 16. form the organization is to identify and develop
From this emerges the workforce planning aspect of those with talent, but it also involves transactional
resourcing covered in Chapter 17, which deals with activities such as recruitment and the administration
what sort of workforce the organization requires of learning and development events.
208
16
Strategic resourcing
K e y Co n C e P t s a n d t e r m s
Employee value proposition
Employer brand
Employer of choice
Psychological contract
Talent management
Workforce planning
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The meaning of strategic resourcing ● Strategic it in resourcing
● The objective of strategic resourcing ● Integrating business and resourcing
● The strategic HRM approach to strategies
resourcing ● The components of resourcing strategy
Introduction
The objective of strategic
Strategic resourcing is a key part of strategic human
resource management, ie matching human resources resourcing
to the strategic and operational requirements of the
organization and ensuring the full utilization of those Strategic resourcing aims to ensure that the organ-
resources. It is concerned not only with obtaining ization has the people it needs to achieve its business
and keeping the number and quality of staff goals. Like strategic HRM, strategic resourcing is
required but also with selecting and promoting essentially about the integration of business and
people who ‘it’ the culture and the strategic employee resourcing strategies so that the latter
requirements of the organization. contribute to the achievement of the former.
210 Part 4 People Resourcing
The concept that the strategic capability of a irm These factors will be strongly inluenced by the type
depends on its resource capability in the shape of of business strategies adopted by the organization
people (the resource-based view) provides the and the sort of business it is in. These may be
rationale for strategic resourcing. The objective is expressed in such terms as Miles and Snow’s (1978)
therefore to ensure that a irm achieves competitive typology of defender, prospector and analyser
advantage by recruiting, retaining and developing organizations.
more capable people than its rivals. The organizat- Strategic HRM places more emphasis than tra-
ion attracts such people by being ‘the employer of ditional personnel management on inding people
choice’. It retains them by providing better opportu- whose attitudes and behaviour are likely to it
nities, rewards and conditions of employment than what management believes to be appropriate and
others and by developing a positive psychological conducive to success. Townley (1989) commented
contract (the set of reciprocal but unwritten expec- that organizations are concentrating more on
tations that exist between individual employees and the attitudinal and behavioural characteristics
their employers), which increases engagement and of employees. This tendency has its dangers.
commitment and creates mutual trust. Furthermore, Innovative and adaptive organizations need non-
the organization deploys its people in ways that conformists, even mavericks, who can ‘buck the
maximize the added value they supply and develops system’. If managers recruit people ‘in their own
their talents and skills. image’ there is the risk of stafing the organization
with conformist clones and of perpetuating a
dysfunctional culture – one that may have been
successful in the past but is no longer appropriate
The strategic HRM approach in the face of new challenges.
The resourcing strategies that emerge from the
to resourcing process of strategic resourcing exist to provide the
people and skills required to support the business
The philosophy behind the strategic approach to strategy, but they should also contribute to the
resourcing is that it is people who implement the formulation of that strategy. HR directors have
strategic plan. As Quinn Mills (1983) put it, the an obligation to point out to their colleagues the
process is one of ‘planning with people in mind’. human resource opportunities and constraints that
The integration of business and resourcing strat- will affect the achievement of strategic plans. In
egies is based on an understanding of the direction mergers or acquisitions, for example, the ability of
in which the organization is going and the determi- management within the company to handle the new
nation of: situation and the quality of management in the new
● the numbers of people required to meet business will be important considerations.
business needs;
● the skills and behaviour required to support
the achievement of business strategies;
Strategic it in resourcing
● the impact of organizational restructuring as
a result of rationalization, decentralization, Strategic resourcing places more emphasis than
delayering, acquisitions, mergers, product or traditional personnel management on inding
market development, or the introduction of people whose attitudes and behaviour are likely to
new technology – for example, cellular it what management believes to be appropriate
manufacturing; and conducive to success. As mentioned above,
● plans for changing the culture of the Townley (1989) felt that organizations are concen-
organization in such areas as ability to trating more on the attitudinal and behavioural
deliver, performance standards, quality, characteristics of employees, a tendency that has
customer service, teamworking and its dangers.
lexibility, which indicate the need for people
with different attitudes, beliefs and personal
characteristics.
Chapter 16 Strategic Resourcing 211
C a s e s t u dy
Questions
1 What is resourcing?
5 What is meant by integrating business and
2 What is strategic resourcing?
resourcing strategies?
3 What is the essential nature of strategic
6 What are the components of resourcing
resourcing?
strategy?
4 What is the strategic HRM approach to
resourcing?
References
Miles, R E and Snow, C C (1978) Organizational Townley, B (1989) Selection and appraisal:
Strategy: Structure and process, New York, reconstructing social relations?, in (ed) J Storey,
McGraw-Hill New Perspectives in Human Resource
Quinn Mills, D (1983) Planning with people in mind, Management, London, Routledge
Harvard Business Review, November–December,
pp 97–105
215
17
Workforce planning
K e y Co n C e P t s a n d t e r m s
Demand forecasting
Hard human resources planning
Human resources planning
PESTLE analysis
Ratio-trend analysis
Scenario planning
Soft human resources planning
Supply forecasting
SWOT analysis
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The nature of workforce planning
● The link between workforce and business planning
● The rationale for workforce planning
● Workforce planning issues
● Approaches to workforce planning
216 Part 4 People Resourcing
Business plan
Forecast of activity
levels
Forecast of future
requirements
Action planning:
• Recruitment
• Retention
• Succession
• Talent
• Flexible working
• Learning and development
• Downsizing
Implement
referred to as separate areas, they are interrelated developments, proposed work system and
and can overlap. For example, demand forecasts organizational changes; HR information on
may be prepared on the basis of assumptions about people (skills, performance, etc).
the productivity of employees. But a forecast of the ● Quantitative internal data: workforce data
supply of suitable people will also have to consider on turnover, absence, demographics, skills
productivity trends and how they might affect the audits, etc.
supply. A more detailed low chart is given in
● Qualitative external data: PESTLE analysis
Chapter 65 (Figure 65.1).
covering the following factors: political,
economic, social, technological, legal and
Business planning environmental.
● Quantitative external data: labour market –
The business plan provides the basis for the work- demographics, skills availability.
force plan insofar as it sets out what the organiza-
tion intends to do in terms of activities and the scale
of those activities. Analysis
The analysis stage brings all the information
Forecast activity levels together from the business plan, the activity fore-
cast, scenarios and internal and external data to
Forecasts of future activity levels low from the provide the basis for demand and supply forecasts.
business plan, which will have implications for the
demand for people. Activity level forecasts will also
be affected by external factors, for example demo- Demand forecasting
graphic and political policy trends, especially in the
public sector. Data will need to be collected and Demand forecasting is the process of estimating the
analysed for this purpose. future numbers of people required and the likely
skills and competences they will need. The basis of
the forecast is the annual budget and longer-term
Scenario planning business plan, translated into activity levels for each
function and department. In a manufacturing com-
Scenario planning is an assessment of the environ- pany the sales budget would be translated into a
mental changes that are likely to affect the organ- manufacturing plan, giving the numbers and types
ization so that a prediction can be made of the of products to be made in each period. From this
possible situations that may have to be dealt with information the number of hours to be worked
in the future. The scenario may list a range of pre- by each skill category to make the quota for each
dictions so that different responses can be con- period would be computed.
sidered. The scenario is best based on systematic Details are required of any organizational and
environmental scanning, possibly using the PESTLE work plans that would result in increased or
approach (an assessment of the political, economic, decreased demands for employees. Examples are
social, legal, technological and economic factors setting up a new regional organization, creating a
that might affect the organization). The implicat- new sales department, decentralizing a head ofice
ions of these factors on the organization’s labour function to the regions, plans for new methods
markets and what can be done about any human of working, additional outsourcing, increasing
resource issues can then be considered. productivity and reducing employment costs. The
demand forecasting methods for estimating the
numbers of people required are described below.
Data collection
The information used in workforce planning can be Managerial judgement
collected under the following headings:
The most typical method of forecasting used is
● Qualitative internal data: business managerial judgement. This simply requires manag-
information on product/market ers to sit down, think about their future workloads,
220 Part 4 People Resourcing
and decide how many people they need. It may be Work study techniques
quite unscientiic and misleading.
Work study techniques are used in association
Forecasting might be done on a ‘bottom-up’
with activity level forecasts to calculate how long
basis with line managers submitting proposals for
operations should take and the number of people
agreement by senior management. Alternatively,
required. Work study techniques for direct workers
a ‘top-down’ approach can be used, in which com-
can be combined with ratio-trend analysis to
pany and departmental forecasts are prepared by
calculate the number of indirect workers needed.
top management, possibly acting on advice from
the personnel departments. These forecasts are
reviewed and agreed with departmental managers. Forecasting skill and competency
A less directive approach is for top management requirements
to prepare planning guidelines for departmental
Forecasting skill and competency requirements is
managers, setting out the planning assumptions and
largely a matter of managerial judgement. This
the targets they should try to meet.
judgement should, however, be exercised on the
Perhaps the best way of using managerial
basis of an analysis of the impact of projected
judgement is to adopt both the ‘bottom-up’ and ‘top-
product/market developments and the introduction
down’ approaches. Guidelines for departmental
of new technology, either information technology
managers should be prepared, indicating broad
or computerized manufacturing.
company assumptions about future activity levels
that will affect their departments. Targets are also
set where necessary. Armed with these guidelines,
departmental managers prepare their forecasts to a
Supply forecasting
laid-down format. They are encouraged to seek help Supply forecasting measures the number of people
at this stage from the personnel or work study likely to be available from within and outside the
departments. Meanwhile, the HR department, in organization. The internal supply analysis covers
conjunction as necessary with planning and work the following areas:
study departments, prepares a company forecast.
● existing number of people employed
The two sets of forecasts can then be reviewed by a
by occupation, skill and potential;
human resource planning committee consisting of
functional heads. This committee reconciles with ● potential losses to existing resources
departmental managers any discrepancies between through attrition (employee turnover);
the two forecasts and submits the inal amended ● potential changes to existing resources
forecast to top management for approval. This is through internal promotions;
sometimes called the ‘right-angle method’. ● changes to the organization structure,
new methods of working (including
Ratio-trend analysis lexible working) more part-time
Ratio-trend analysis is carried out by analysing exist- working and different working hours;
ing ratios between an activity level and the number ● effect of increases in productivity;
of employees working on that activity. The ratio is ● sources of supply from within the
applied to forecast activity levels to determine an organization – existing employees
adjusted number of people required. Account can be and the outputs of talent management
taken of possible improvements in productivity that or training programmes.
would affect the ratio. The analysis may be extended
to cover employees connected to but not directly The external supply analysis examines the local and
involved in the activity – the indirect workers who national labour markets to assess implications for
provide support to the direct workers responsible the availability of future people requirements. It
for carrying out the activity. The existing ratio of will also take account of environmental changes as
directs to indirects would be applied to the forecast revealed by scenario planning.
number of directs needed to deal with the new act-
ivity levels to forecast the number of indirects needed.
Chapter 17 Workforce Planning 221
Case studIes
Business need drove the workforce planning project at team of representatives from social care for children and
Buckinghamshire County Council. This recognized that families. It was recognized that workforce planning was
current workforce planning practices would not meet the essential to anticipate future areas of skills shortages.
challenge of the Care Standards Act 2000, or of future This council is now in a position to anticipate skills
service delivery. One of the main issues in working with shortages and has dealt with them innovatively and
children and families was recruiting and retaining qualified immediately.
social workers. There were insufficient numbers of social The workforce plan looked at short- and long-term
workers in post. Turnover levels among established and planning. Short-term planning covered immediate action
new employees were high. on recruitment and promotion. Long-term planning
The council therefore decided to align strategy and covered activities that may span the next five years.
workforce planning in social care for children and families. Workforce planning allowed for an assessment of skills
The workforce plan was developed with the input of a and an exploration of the levels employees need to work at.
222 Part 4 People Resourcing
The trust set up a multidisciplinary team drawn from the It was found that while some managers were skilled in
workforce planning and development department, finance workforce planning, the majority needed support to link
and public health teams within the organization to intro- together the financial, workforce and planning elements of
duce workforce planning across the whole organization. the process. The outcomes were:
The trust’s 230 managers and budget holders were then
● trust-wide workforce planning, using electronic
invited to an awareness programme to introduce the Six
staff record and planning tools;
Steps Workforce Planning Methodology developed by the
NHS Workforce Projects Team (2009). The steps are: ● workforce planning is now part of day-to-day
trust business;
1 Define the plan.
● detailed workforce plans across clinical and
2 Map service change. non-clinical directorates;
3 Define the required workforce. ● increased awareness of financial position, age
profiles, and workforce risk assessment;
4 Understand workforce availability.
● the development of a more efficient workforce
5 Plan to deliver the required workforce. by reviewing skill mix and succession planning;
6 Implement, monitor and refresh. ● integration of workforce planning into the corporate
management programme.
Managers were informed that, using this framework,
they would be required to produce plans over a one-year,
Reference
two-year and five-year timescale. The guide was applied
by asking each manager to define their workforce plan, Workforce Projects Team (2009) Skills for Health, available at
outline forces for change, assess demand, assess supply, http://www.healthcareworkforce.nhs.uk/resource/latest
undertake a gap analysis and subsequent action planning _resources/introduction_to_workforce_planning.html
and carry out implementation and a review of the plans. [accessed 29 July 2011]
Siemens (UK)
Workforce planning at Siemens (UK), the engineering and The workforce planning process starts with a review of
technology services company, (as reported by the CIPD, the current workforce derived from SAP data [SAP is a
2010a), involves obtaining answers to three fundamental business software system] and onto this is overlaid the
questions: What do we have? What do we want? How do likely attrition. Future requirements are identified by means
we fill the gap? of a dialogue between HR business partners and business
At the highest level, the corporate people strategy gives unit managers. This enables the skills in each job family to
the context for workforce planning, the key objective be matched to business initiatives and provides the basis
of which is to ensure that Siemens has the right level of for the workforce forecast.
capability to execute business strategy. In essence, the
process of workforce planning is one in which the business
strategy converges with the people strategy.
Chapter 17 Workforce Planning 223
Questions
1 What is workforce planning? 3 What is the rationale for workforce planning?
2 What is the link between business and 4 What are the main approaches to workforce
workforce planning? planning?
224 Part 4 People Resourcing
References
Beardwell, J (2007) Human resource planning, in CIPD (2010b) Annual Survey of Resourcing and
(eds) J Beardwell and T Claydon, Human Resource Talent Planning, London, CIPD
Management: A contemporary approach, 5th edn, Reilly, P (1999) The Human Resource Planning
Essex, Pearson, pp 189–224 Audit, Cambridge, Cambridge Strategy
Cappelli, P (2009) A supply chain approach to Publications
workforce planning, Organizational Dynamics, Rothwell, S (1995) Human resource planning, in (ed)
38 (1), pp 8–15 J Storey, Human Resource Management: A critical
CIPD (2010a) Workforce Planning: Right people, text, London, Routledge
right time, right skills, London, CIPD
225
18
Recruitment and
selection
K e y Co n C e P t s a n d t e r m s
Biodata Psychological test
Criterion measure Psychometric test
Employer brand Recruitment
Employer of choice Recruitment process outsourcing
Intelligence quotient (IQ) (RPO)
Job board Reliability (test)
Knowledge, skills and abilities Role proile
(KSAs) Selection
Person speciication Validity (test)
Predictive ability Web 2.0
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The recruitment and selection process
● Deining requirements
● Attracting candidates
● Processing applications
● Selection methods – interviewing and tests
● References and offers
● Dealing with recruitment problems
226 Part 4 People Resourcing
Person speciication
The recruitment and A person speciication, also known as a recruitment
or job speciication, deines the knowledge, skills
selection process and abilities (KSAs) required to carry out the role,
the types of behaviour expected from role holders
The stages of recruitment and selection are: (behavioural competencies) and the education,
1 Deining requirements. qualiications, training and experience needed to
2 Attracting candidates. acquire the necessary KSAs. The speciication is set
out under the following headings:
3 Sifting applications.
4 Interviewing. ● Knowledge – what the individual needs
to know to carry out the role.
5 Testing.
● Skills and abilities – what the individual
6 Assessing candidates.
has to be able to do to carry out the role.
7 Obtaining references.
● Behavioural competencies – the types of
8 Checking applications. behaviour required for successful
9 Offering employment. performance of the role. These should be
10 Following up. role-speciic, ideally based on an analysis of
employees who are carrying out their roles
effectively. The behaviours should also be
linked to the core values and competency
Deining requirements framework of the organization to help in
ensuring that candidates will it and support
The number and categories of people required may the organization’s culture.
be set out in formal workforce plans from which are
● Qualiications and training – the
derived detailed recruitment plans. More typically,
professional, technical or academic
requirements are expressed as ad hoc demands for
qualiications required or the training that
people because of the creation of new posts, expan-
the candidate should have undertaken.
sion into new activities or areas, or the need for a
replacement. These short-term demands may put ● Experience – the types of achievements
HR under pressure to deliver candidates quickly. and activities that would be likely to
Requirements are set out in the form of role predict success.
proiles and person speciications. These provide ● Speciic demands – anything that the
the information required to post vacancies on the role holder will be expected to achieve in
company’s website or the internet, draft advertise- speciied areas, eg develop new markets or
ments, brief agencies or recruitment consultants products; improve sales, productivity or
and assess candidates by means of interviews and levels of customer service; introduce new
selection tests. systems or processes.
Chapter 18 Recruitment and Selection 227
● Special requirements – travelling, unsocial The KSAs and competencies deined in the role
hours, mobility, etc. proile form a fundamental feature of the selection
process, which becomes more of a person-based than
It is advisable not to overstate the requirements.
a job-based approach. They are used as the basis for
Perhaps it is natural to go for the best, but setting an
structured interviews and provide guidance on which
unrealistically high level for candidates increases
selection techniques, such as psychological testing
the problems of attracting applicants and results in
or assessment centres, are most likely to be useful.
dissatisfaction among recruits when they ind their
The following is an example of the key KSA and
talents are not being used. Understating require-
competencies parts of a person speciication for an
ments can, of course, be equally dangerous, but it
HR recruitment adviser.
happens less frequently.
1 Knowledge of:
– all aspects of recruitment;
– sources of recruits;
– different media for use in recruiting;
– relevant test instruments (OPQ qualified).
3 Behavioural competencies:
– able to relate well to others and use interpersonal skills to achieve desired objectives;
– able to influence the behaviour and decisions of people on matters concerning recruitment and other HR
or individual issues;
– able to cope with change, to be flexible and to handle uncertainty;
– able to make sense of issues, identify and solve problems and ‘think on one’s feet’;
– focus on achieving results;
– able to maintain appropriately directed energy and stamina, to exercise self-control and to learn new
behaviours;
– able to communicate well, orally and on paper.
228 Part 4 People Resourcing
● local newspaper advertisements – 29 per cent; Corporate websites may simply list vacancies
● specialist journals – 24 per cent; and contact details. A more elaborate approach
● Jobcentre Plus – 19 per cent; would consist of a dedicated website area that gives
details of vacancies, person speciications, beneits
● search consultants – 17 per cent; and how to apply for jobs, for example by complet-
● links with educational establishments – ing online application forms and tests. Such areas
14 per cent; may be linked directly to an organization’s home
● national newspaper advertisements – page so that general browsers can access them.
12 per cent; An intranet link may be available to enable internal
staff to access the website. Some organizations
● social networking sites – 9 per cent.
are building their own professional communities or
Note the predominance of corporate websites and talent networks. The management of websites can
local agencies as sources of candidates. It is also be outsourced to recruitment consultants or special-
interesting to note that referrals are the third most ized web agencies. The following are guidelines on
popular method. the use of websites:
There is usually a choice between different
● Keep the content of the site up to date.
methods or combinations of them. The criteria to
use when making the choice are: 1) the likelihood ● Ensure the site is accessible directly or
that it will produce good candidates; 2) the speed through search engines.
with which the choice enables recruitment to be ● Provide contact numbers for those with
completed; and 3) the costs involved, bearing in technical problems.
mind that there may be direct advertising costs or ● Take care over the wording of online copy –
consultants’ fees. the criteria for good copy in conventional
advertisements apply.
Online recruitment Commercial job boards are operated by specialized
Online or e-recruitment uses the internet to adver- irms such as Monster.co.uk and Fish4jobs.com and
tise or ‘post’ vacancies, provides information about consist of large databanks of vacancies. Companies
jobs and the organization and enables e-mail com- pay to have their jobs listed on the sites. Information
munications to take place between employers and about vacancies may reproduce an advertisement
candidates. The latter can apply for jobs online so that the site is simply an additional form of
and can e-mail application forms and CVs to communication, but some vacancies are only found
employers or agencies. Tests can be completed online. Links may be provided to the organization’s
online. The main types of online recruitment sites website. As recommended by Syedain (2012):
are corporate websites, commercial job boards and
agency sites. Social media as described below is also ● Go for specialized sites rather than generalist.
used extensively. ● Stick to one or two sites rather than
The advantages of online recruiting are that it spreading your vacancy everywhere.
can reach a wider range of possible applicants. It is ● If you are unsure about the best site, Google
quicker and cheaper than traditional methods of the job and browse the sites that come up in
advertising, more details of jobs and irms can be order to see which is most authoritative.
supplied on the site, and CVs can be matched and
● Pay to obtain a prominent site.
applications can be submitted electronically. More
than four-ifths of respondents to the CIPD’s 2013 ● Bear in mind that people who look at the site
survey reported that it helped them to increase the are seeking a job. Job sites are not like print
strength of their employer brand. The disadvan- advertisements, which have to attract casual
tages are that it may produce too many irrelevant readers.
or poor applications and it is still not the irst choice ● Ensure that the information you provide is
of many job seekers. Consider using it in conjunc- clear about what you are offering and the
tion with other recruitment methods to maximize achievements, qualiications and experience
response. you are looking for.
230 Part 4 People Resourcing
Agency sites are run by established recruitment LinkedIn, Facebook and Twitter. These networks
agencies. Candidates register online but may be provide much more than simple job boards in that
expected to discuss their details in person before they are used as communication tools to interact
these are forwarded to a prospective employer. with the audience, with candidates and with people
who are not necessarily candidates but may know
Social media people who may want to apply. Appropriate use is
made of each medium. For example, Facebook is
The use of social media means applying Web 2.0 used to host a weekly question and answer session
technologies to search for recruits and ind out between one of CERN’s recruiters and anyone who
more about them online on sites such as LinkedIn wants to submit a question, whereas the profes-
and Facebook. Potential recruits sometimes provide sional network LinkedIn provides a forum for more
blogs from existing employees covering their ex- specialized discussions.
periences in working for the organization. T-Mobile International has created a Facebook
The 2013 survey of the Forum for In-House site for graduate recruitment. Potential graduate
Recruitment Managers (FIRM), whose members recruits established an individual presence on this
tend to be bigger employers, established that 94 per invitation-only site. The site was used to provide
cent used LinkedIn for attracting and recruiting information on selection procedures and processes,
candidates and the remaining 6 per cent intend to for example criteria and timetables and to allow
do so. LinkedIn recruiter tools enable employers to the potential recruits to communicate with each
see how the online population views their employer other. As well as T-Mobile’s IT department, an
brand, search the world by sector, job level, special- internal ‘brand ambassador’ was involved in design
ism and geography and directly approach strangers. throughout.
Syedain (2013) recommends that to make the most
of LinkedIn it is necessary to:
Advertising
● build and prime a personal network before
Advertising has traditionally been the most obvious
you recruit;
method of attracting candidates and it is still fairly
● set aside time to seek out and engage important, especially at local level and in specialized
relevant and promising talent; journals. However, as the CIPD 2013 survey revealed,
● obtain advice or training in how to use many organizations now prefer to use online re-
LinkedIn as a recruiting tool; cruitment, agencies or consultants. A conventional
● get buy-in from the top – encourage advertisement will have the following aims:
senior managers to keep their own proiles ● Generate candidates – attract a suficient
up to date; number of good candidates at minimum cost.
● build the employer brand by encouraging to ● Attract attention – it must compete for the
post information on their status updates that attention of potential candidates against
give a sense of the organization; other employees.
● talk to managers about who they know or ● Create and maintain interest – it has to
can get introduced to online; communicate, in an attractive and interesting
● create an employer page and keep it updated; way, information about the job, the company
● personalize your direct approaches, whether and the terms and conditions of employment.
InMails or invitations to connect; ● Stimulate action – the message needs to be
● be selective about the number and type of conveyed in a way that will prompt a
jobs you publicize – it is easy to overwhelm suficient number of replies from candidates
people’s feeds and inboxes. with the right qualiications for the job.
As reported by Anna Cook (2012), head of CERN’s To achieve these aims, it is necessary to carry out the
recruitment unit, CERN, the world’s largest particle actions set out below. A recruitment advertisement
physics laboratory, has successfully made use of should start with a compelling headline and then
social media. All job vacancies are advertised on contain information on the following:
Chapter 18 Recruitment and Selection 231
if it wishes. Most recruitment consultants charge a search consultant. When a number of potentially
fee based on a percentage of the basic salary for the suitable and interested people have been assembled,
job, usually ranging from 15 to 20 per cent. a fairly relaxed and informal meeting takes place
When choosing a recruitment consultant and the consultant forwards a shortlist to the client
check their reputation and expertise, compare with full reports on candidates.
fees and meet the person who will work on the There are some good and some not so good
assignment to assess his or her quality. To use them executive search consultants. Do not use one unless
effectively: a reliable recommendation is obtained.
● Agree terms of reference.
Educational and training
● Brief them on the organization, where the
job its in, why the appointment is to be establishments
made, terms and conditions and any special Many jobs can, of course, be illed by school leavers.
requirements. For some organizations the main source of recruits
● Give them every assistance in deining the for training schemes will be universities and colleges
job and the person speciication – they will as well as schools. Graduate recruitment is a major
do much better if they have comprehensive annual exercise for some companies, which go to
knowledge of what is required and what great efforts to produce glossy brochures, visit
type of person is most likely to it into the campuses on the ‘milk run’ and use elaborate sifting
organization well. and selection procedures to vet candidates, including
‘biodata’ and assessment centres.
● Check carefully the proposed programme
and the draft text of the advertisement.
Recruitment process outsourcing
● Clarify the arrangements for interviewing
and shortlisting. Recruitment process outsourcing (RPO) is the term
used when an organization commissions a provider
● Clarify the basis upon which fees and to take responsibility for the end-to-end delivery of
expenses will be charged. the recruitment process, covering all vacancies or a
● Ensure that arrangements are made to deal selection of them. This involves liaising with hiring
directly with the consultant who will handle managers to deine requirements and speciications,
the assignment. deciding on the best ways to attract candidates,
processing applications, and setting up and facilitat-
ing interviews. Some companies do not hand over
Executive search consultants all recruitment, using RPO only for high-volume
Use an executive search consultant or ‘headhunter’ vacancies. They may retain responsibility for senior
for senior jobs where there is only a limited number and specialist jobs.
of suitable people and a direct lead to them is The advantage of RPO is that it can save time,
wanted. Headhunters are not cheap. They charge bring outside expertise to bear on recruitment
a fee of 30 to 50 per cent or so of the irst year’s problems and free up HR for more value-adding
salary, but they can be quite cost-effective. activities. The disadvantage is the perception by
Executive search consultants irst approach their some HR people and line managers that the
own contacts in the industry or profession con- provider is too remote to deal with the real issues
cerned. The good ones have an extensive range of and that there is a danger of losing control.
contacts and their own data bank. They will also
have researchers who will identify suitable people
who may it the speciication or can provide a lead
Comparison of sources
to someone else who may be suitable. The more A summary of sources and an analysis of their
numerous the contacts, the better the executive advantages and disadvantages is given in Table 18.1.
Chapter 18 Recruitment and Selection 233
Online Company websites, job Generally, can reach a wider Generally, may produce too
recruitment boards, social media. range of possible applicants, and many irrelevant or poor
it is quicker and cheaper than applications and it is still
traditional methods of not the first choice of many
advertising. More details of jobs job seekers.
and firms can be supplied on the Websites are expensive
site and CVs can be matched and and still need other media
applications can be submitted to drive traffic to the site.
electronically.
Job boards are bad for
Websites can use an ‘passive seekers’.
organization’s brand to attract
Social media – employer/
candidates.
recruiter has to manage
Job boards are keyword own profile.
searchable. Job details can be
changed and CVs managed
electronically.
Social media are good for reach
– LinkedIn currently has 100
million members worldwide.
Advertising Display or classified Attract ‘passing trade’ – people Soon become irrelevant.
advertisements in who are not actively looking
national or local for a job.
newspapers or
journals.
Recruitment Mainly recruit office Convenient, save time and Can produce unsuitable
agencies and sales staff who are trouble, draw on an established candidates. Pool may be
registered with them. pool of candidates. limited.
Jobcentres Mainly for manual No cost; usually plenty of choice. Limited to relatively routine
workers and clerical jobs.
and sales staff.
Executive Conduct searches for Can find top-level people who Expensive, limited to top
search senior executives. might not otherwise be jobs.
consultants interested.
Educational Universities, colleges Major source of future talent. Recruitment campaigns can
establishments and schools. be costly.
Recruitment Deliver complete Save time, bring outside Feeling that provider is too
process recruiting process. expertise to bear on recruitment remote to deal with the real
outsourcing problems and free up HR for issues and that there is a
more value-adding activities. danger of losing control.
234 Part 4 People Resourcing
APPLICATION FORM
Address:
Education
Other qualifications and skills (languages, keyboard skills, current driving licence, etc)
Employment history
(Give details of all positions held since completing full-time education, start with your present or most recent
position and work back)
Interviews
Administering the selection
The interview is the most familiar method of selection.
programme The aim is to elicit information about candidates
When the interviewing programme has been drawn that will enable a prediction to be made about how
up shortlisted candidates can be invited for inter- well they will do the job and thus lead to a selection
view, using a standard letter where large numbers decision.
are involved. Candidates should be asked to com- An interview involves face-to-face discussion.
plete an application form if they have not already When it is an individual rather than a panel inter-
done so. There is a lot to be said at this stage for view, it provides the best opportunity for the
sending candidates more details of the organization establishment of close contact – rapport – between
and the job so that too much time is not spent in the interviewer and the candidate, thus easing the
going through this information at the interview. acquisition of information about the candidate’s
Review the remaining ‘possibles’ and ‘marginals’ suitability and how well he or she would it into
and decide if any are to be held in reserve. Send the organization. As described below, interviews
reserves a standard ‘holding’ letter and send the should be structured (detailed consideration of
others a standard rejection letter. The latter should selection interviewing skills is given in Chapter 50).
thank candidates for the interest shown and inform The advantages and disadvantages of interviews
them briely, but not too brusquely, that they have are as follows.
not been successful. A typical reject letter might
read as follows: Advantages of interviews
Since writing to you on... we have given careful
consideration to your application for the above ● Provide opportunities for interviewers to
position. I regret to inform you, however, that we ask probing questions about the candidate’s
have decided not to ask you to attend for an experience and to explore the extent to
interview. We should like to thank you for the which the candidate’s competencies match
interest you have shown. those speciied for the job.
Chapter 18 Recruitment and Selection 237
● Enable interviewers to describe the job (a selection decision. But the drawbacks are that ques-
‘realistic job preview’) and the organization tions tend to be unplanned and delivered at random
in more detail, providing some indication of and the candidates are unable to do justice to them-
the terms of the psychological contract. selves because they may not be allowed to expand
● Provide opportunities for candidates to ask on their responses.
questions about the job and to clarify issues
concerning training, career prospects, the Structured interviews
organization and terms and conditions of A structured interview is one based on a deined
employment. framework. Within the framework there may be a set
● Enable a face-to-face encounter to take of predetermined questions. All candidates are asked
place so that the interviewer can make an the same questions, which will focus on the attributes
assessment of how the candidate would it and behaviours required to succeed in the job. The
into the organization and what he or she answers may be scored through a rating system.
would be like to work with. The most typical framework is the person
● Give the candidate the same opportunity speciication. Interview questions aim to analyse
to assess the organization, the interviewer and build on the information provided by the
and the job. candidate’s CV or application form to establish the
extent to which a candidate has the required know-
ledge, skills and abilities (KSAs). In a competency-
Disadvantages of interviews based interview the emphasis is on establishing
● Can lack validity as a means of making if the candidate has the right level of desirable
sound predictions of performance, and lack behavioural competencies. A structured interview
reliability in the sense of measuring the same may include experience-based questions in which
things for different candidates. candidates are asked to relate how they handled
● Rely on the skill of the interviewer – many situations in the past requiring skills and abilities
people are poor at interviewing, although necessary for effective performance in the job for
most think that they are good at it. which they are applying. And/or it may include
● Can lead to biased and subjective judgements situational questions that provide candidates with
by interviewers. hypothetical job-relevant situations and ask how
they would deal with them. Research by Pulakos and
These disadvantages are most common when un- Schmitt (1995) found that experience-based inter-
structured interviews are used, but they can be views yielded higher levels of validity than situation-
alleviated: irst, by using a structured approach as based ones. But as described in Chapter 50, both types
described below; second, by training interviewers. of questions may be incorporated in an interview.
The use of other opinions can also help to reduce
bias, especially if the same structured approach is
Unstructured interviews
adopted by all the interviewers. Finally, selection
tests, especially those measuring intelligence or gen- Unstructured interviews are essentially a general
eral ability, can provide valuable information that discussion during which the interviewer asks a few
supplements the interview. questions that are relevant to what he or she is
looking for but without any speciic aim in mind
other than getting an overall picture of the candi-
date as an individual. Questions are often random
Interview arrangements and non-speciic. Candidates are judged on the gen-
eral impression they make and the process is likely
Interviews are frequently conducted on a one-to- to be quite subjective. Research quoted later in this
one basis but there is a case for using a second chapter has shown that the predictive validity (the
interviewer in order to avoid a biased or supericial extent to which it predicts performance in a job) of
decision. The alternative is a selection board or an unstructured interview is fairly low. The pre-
panel, which is often used in the public sector. This ferred method is a structured interview, which when
brings together a number of parties interested in the conducted well has a higher level of predictive validity.
238 Part 4 People Resourcing
● spatial reasoning – the ability to understand which criteria can be contaminated by other factors
and interpret spatial relations between objects; should also be considered and it should be remem-
● mechanical reasoning – understanding of bered that criteria are dynamic – they will change
everyday physical laws such as force and over time.
leverage.
Interpreting test results
Aptitude tests Test results can be interpreted by the use of norms
Aptitude tests are occupational or job-related tests or through criterion scores.
that assess the extent to which people can do the
work. They typically take the form of work sample Norms
tests, which replicate an important aspect of the An individual’s score in a test is not meaningful on
actual work the candidate will have to do, such as its own. It needs to be compared with the scores
using a keyboard or carrying out a skilled task such achieved by the population on whom the test was
as repair work. Work sample tests can be used only standardized – the norm or reference group. A nor-
with applicants who are already familiar with the mative score is read from a norms table and might,
task through experience or training. for example, indicate that someone has performed
the test at a level equivalent to the top 30 per cent
of the relevant population.
Characteristics of a good test
A good test is one that provides data that enables Criterion scores
reliable predictions of behaviour or performance to Norms simply tell us how someone has performed
be made and therefore assists in the process of mak- a test relative to other people. A more powerful
ing objective and reasoned decisions when selecting approach is to use the relationship between test
people for jobs. It will be based on research that has scores and an indication of what the test is designed
produced standardized criteria derived by using the to measure, such as job success. This is described as
same measure to test a number of representative a criterion measure.
people to produce a set of ‘norms’ for comparison
purposes. The test should be capable of being objec-
tively scored by reference to the normal or average The use of tests in a selection
performance of the group. procedure
The two key characteristics of a good test are Validated intelligence and personality tests will
irst that it is reliable in the sense that it always produce useful data, but there is much to be said
measures the same thing: a test aimed at measuring for combining them in a selection procedure with
a particular characteristic, such as intelligence, structured interviews.
should measure the same characteristic when applied Tests are often used as part of a selection pro-
to different people at the same or a different time or cedure for occupations where a large number of
to the same person at different times. Second, a test recruits are required, and where it is not possible to
should be valid in the sense that it measures the rely entirely on examination results or information
characteristic that the test is intended to measure. about previous experience as the basis for predict-
Thus, an intelligence test should measure intelli- ing future performance. In these circumstances it is
gence (however deined) and not simply verbal economical to develop and administer the tests, and
facility. A test meant to predict success in a job or in a suficient number of cases can be built up for the
passing examinations should produce reasonably essential validation exercise. Tests usually form part
convincing (statistically signiicant) predictions. of an assessment centre programme. They can be
A criterion-related approach is used to assess administered online and FIRM’s 2013 membership
validity. This means selecting criteria against which survey showed that they were used for 72 per cent
the validity of the test can be measured. These criteria of applications.
must relect ‘true’ performance at work as accu- Intelligence tests are particularly helpful in situ-
rately as possible. A single criterion is inadequate: ations where intelligence is a key factor and there is
multiple criteria should be used. The extent to no other reliable method of measuring it. Aptitude
240 Part 4 People Resourcing
tests are most useful for jobs where speciic and ● several candidates or participants are
measurable skills are required, such as word- assessed together to allow interaction
processing and skilled repair work. Personality tests and to make the experience more open
can complement structured interviews and intelli- and participative;
gence and aptitude tests. Some organizations use ● several trained assessors or observers are
them for jobs such as selling, where they believe that used in order to increase the objectivity of
‘personality’ is important and where it is not too assessments.
dificult to obtain quantiiable criteria for validation
purposes. They may be used to assess integrity and The case for assessment centres is that they obtain
conscientiousness where these characteristics are much more information about candidates than
deemed to be important. conventional interviews, even when these are
In some situations a battery of tests may be used, supplemented by tests. But research by Schmidt
including various types of intelligence, personality and Hunter (1998) has shown that on their own,
and aptitude tests. These may be a standard battery the ability of assessment centres to predict how well
supplied by a test agency, or a custom-built battery someone will perform (predictive validity) is lower
may be developed. The biggest pitfall to avoid is than that of intelligence tests combined with struc-
adding extra tests just for the sake of it, without tured interviews. Assessment centres are expensive
ensuring that they make a proper contribution to and time-consuming and their use tends to be
the success of the predictions for which the battery restricted to large organizations for managerial
is being used. positions or for graduates.
Tests should be administered only by people who
have been trained in what the tests are measuring,
how they should be used, and how they should be Choice of selection methods
interpreted. Also, it is essential to evaluate all tests There is a choice between the selection methods.
by comparing the results at the interview stage with The most important criterion is the ability of a
later achievements. To be statistically signiicant, selection method or combination of methods to
these evaluations should be carried out over a reason- predict future performance. Predictive ability is
able period of time and cover as large a number of expressed as a coeficient – complete validity would
candidates as possible. be 1.0; no validity would be 0.0.
The meta-analysis on the validity of different
selection methods conducted by Schmidt and
Assessment centres Hunter (1998: 265), which covered 85 years of
Assessment centres assemble a group of candidates research indings, produced the following predictive
and use a range of assessment techniques over a validity coeficients:
concentrated period (one or two days) with the aim of Intelligence tests and structured
providing a more comprehensive and balanced view interviews .63
of the suitability of individual members of the group.
Intelligence tests and unstructured
The main features of assessment centres are that:
interviews .55
● exercises are used to capture and simulate
Assessment centres and structured
the key dimensions of the job;
interviews .53
● these may include one-to-one role-plays
and group exercises; it is assumed that Intelligence tests only .51
performance in these simulations predicts Structured interviews only .51
behaviour on the job; Unstructured interviews only .38
● candidates are interviewed and tested;
Assessment centres only .37
● performance is measured in several
dimensions in terms of the competencies Graphology only .02
required to achieve the target level of Robertson and Smith (2001) added personality
performance in a particular job or at a assessments to this list, with a validity coeficient
particular level in the organization; of .37.
Chapter 18 Recruitment and Selection 241
Schmidt and Hunter (1998) established that the ● What work was carried out?
reason why intelligence (GMA) is such a good pre- ● What was the rate of pay or salary?
dictor of job performance is that more intelligent
● How many days’ absence were there
people acquire job knowledge more rapidly and
over the last 12 months?
acquire more of it, and it is this knowledge of how
to perform the job that causes their job perform- ● Would you re-employ (if not, why not)?
ance to be higher. Their research clearly indicates The last question is important, if it is answered
that the combination of structured interviews and honestly.
intelligence tests is the most effective in terms of Telephone references may save time and may be
predictive validity. Graphology is useless. more reliable. They can be used as an alternative or in
addition to written references. Ask factual questions
only and keep a record of the conversation.
Provisional ofers and
obtaining references References – legal aspects
The key legal points that should be considered
After the interviewing and testing procedure has when asking for or giving references are:
been completed, a provisional decision to make an
offer by telephone or in writing can be made. This is ● Once the decision has been made to make
normally ‘subject to satisfactory references’ and the an offer, the letter should state that ‘this is
candidate should, of course, be told that these will a provisional offer subject to the receipt of
be taken up. If there is more than one eligible candi- satisfactory references’.
date for a job it may be advisable to hold one or ● It has been generally held that there is no
two people in reserve. Applicants often withdraw, common law duty on an employer to
especially those whose only purpose in applying for provide references for a serving or past
the job was to carry out a ‘test marketing’ opera- employee unless there is a term to that
tion, or to obtain a lever with which to persuade effect in the employment contract.
their present employers to value them more highly. But it has been ruled (Spring v. Guardian
The main purpose of a reference is to obtain in Assurance 1994) that there might be a
conidence factual information about a prospective moral duty to provide a reference where
employee. This information is straightforward and it is ‘natural practice’ to require a reference
essential. It is necessary to conirm the nature of the from a previous employer before offering
previous job, the period of time in employment, the employment, and where the employee
reason for leaving (if relevant), the salary or rate of could not expect to enter that type of
pay and, possibly, the attendance record. employment without a reference.
Opinions about character, competence, perform- ● If a reference contains a false or
ance and suitability are unreliable. Referees are unsubstantiated statement that damages
reluctant to commit themselves and they are not in the reputation of the individual, action for
any position to assess suitability – only the prospec- damages may result. It is possible to succeed
tive employer can do that. Personal referees are, of in a claim for damages if it can be shown
course, entirely useless. All they prove is that the that the reference provided was negligent
applicant has at least one or two friends. because reasonable care had not been taken
A written request for a reference could simply in preparing it, which includes ensuring that
ask the previous employer to conirm the candi- it is factually correct.
date’s employment record. More precise answers
may be obtained if a standard form is provided for
the employer to complete. The questions asked on
this form should be limited to the following: Checking applications
● What was the period of employment?
It is a sad fact that applicants all too often misinform
● What was the job title? their prospective employers about their education,
242 Part 4 People Resourcing
Case studIes
Embarq is the largest independent local telecoms provider focus’ and ‘persistence’. There follows a behaviour-based
in the United States. It suffered catastrophic rates of staff structured interview and a sales-based role-play exercise.
turnover in its call centres; then a new assessment process This exercise takes place over the phone, which tests
designed by PreVisor reduced turnover from 33.5 per cent candidates in the most realistic way possible, and is more
in the first 90 days to 12.5 per cent. convenient and cost-effective.
The new process begins with an online screening Sales have since increased by 24 per cent, and customer
tool that identifies characteristics and motivations that service has also improved.
define long-term success in the roles, such as ‘customer
Questions
1 What is the difference between recruitment and 5 What are the main sources of candidates?
selection? 6 What is a structured interview?
2 What are the main stages of recruitment and 7 What are the main types of selection tests?
selection?
8 What are the main criteria for a good test?
3 What is a person speciication?
9 How should tests be used in a selection
4 How should recruitment strengths and procedure?
weaknesses be analysed?
References
CIPD (2013) Survey of Resourcing and Talent Robertson, I T and Smith, M (2001) Personnel
Planning, London, CIPD selection, Journal of Occupational and
Cook, A (2012) Social media can transform the Organizational Psychology, 74 (4), pp 441–72
quality of recruitment, People Management, Schmidt, F L and Hunter, J E (1998) The validity and
October, p 49 utility of selection methods in personnel
Forum for In-House Recruitment Managers – psychology: practical and theoretical implications
FIRM (2013) Recruitment Survey, London, of 85 years of research indings, Psychological
FIRM Bulletin, 124 (2), pp 262–74
Pioro, I and Baum, N (2005) How to design better Spearman, C (1927) The Abilities of Man, New York,
job application forms, People Management, 16 Macmillan
June, pp 42–43 Syedain, H (2012) People Management Guide to
Pulakos, E D and Schmitt, N (1995) Experience-based Recruitment Marketing, July, p 19
and situational interviews: studies of validity, Syedain, H (2013) The new rules of recruitment,
Personnel Psychology, 48 (2), pp 289–308 People Management, July, pp 19–25
246
19
Resourcing practice
K e y Co n C e P t s a n d t e r m s
Absence management Half-life index
The Bradford factor Length of service analysis
Employee turnover Stability index
Employee turnover index Survival rate
Employer of choice
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● Employee value propositions ● Retention planning
● Creating an employer brand ● Risk of leaving analysis
● Measuring employee turnover ● Absence management
● Estimating the cost of employee ● Flexibility planning
turnover
C a s e s t u dy
The Ordnance Survey was finding it difficult to recruit with which Ordnance Survey compared well. It also includ-
technological and commercial staff of the right calibre ed in-depth interviews with recruitment consultants,
and it was therefore decided to deal with the problem by short-service leavers and those who had been offered a
conducting an employer branding exercise. post but not taken it up. Internal research took the form
of focus groups, interviews and consultation with recent
Objectives joiners. The key messages from this external and internal
research were fed into the brand development workshop.
The objectives of the exercise were to:
● improve external perceptions of Ordnance Survey as The brand development workshop
an employer;
The workshop consisted of a cross-section of staff who
● get recruitment campaigns ‘right first time’; discussed the attributes of Ordnance Survey and the ways
in which it presented them. Action groups met to consider
● reduce recruitment costs;
particular aspects of the organization and its policies and
● attract and recruit high-quality people, especially in how the brand could be developed. The focus was on the
technology and commercial areas; ‘touch points’ at which existing and potential employees
engaged with the organization. The aim was to create
● unlock people’s potential to deliver great performance;
something compelling and achievable with regard to each of
● match the employee experience to the organization’s these key elements. A leadership development programme
strong corporate brand. was conducted that included looking at the employer brand.
A 40 35 28 26 22 20
B 32 25 24 19 18 16
C 48 39 33 30 27 24
D 38 32 27 24 22 19
E 42 36 30 26 23 21
employee
turnover
Index of 10 to 15 per cent of total costs. By far the highest
costs were associated with the ineficiencies arising
20
30
18
9
while the post was vacant (33 per cent) and the in-
% eficiency of new workers (32 per cent). On average,
12.5 months were required for executives to be
employed
250
570
100
Retention planning
number
leaving
Total
20
50
30
100
The turnover of key employees can have a dispro-
portionate impact on the business. The people that
organizations wish to retain are often the ones most
years
more
11
4
Leavers’ length of service analysis
5
10
6
● company image;
Occupation
●
leave managers’;
Chapter 19 Resourcing Practice 253
● learning and career opportunities; overview of the ratings under each heading could
● performance recognition and rewards. then indicate where action may need to be taken to
retain key people or groups of people.
A study by Holbeche (1998) of high-lyers found The analysis should provide information on
that the factors that aided the retention and motiv- reasons for leaving, for example:
ation of high performers included providing
challenge and achievement opportunities (eg ● more pay;
assignments), mentors, realistic self-assessment and ● better prospects (career move);
feedback. ● more security;
● more opportunity to develop skills;
Basis of the retention strategy ● unable to cope with job;
● better working conditions;
A retention strategy takes into account the reten-
tion issues the organization is facing and sets out ● poor relationships with manager/team
ways in which these issues can be dealt with. This leader;
may mean accepting the following argument ● poor relationships with colleagues;
offered by Cappelli (2000: 104): ● bullying or harassment;
To adopt the new strategy you have to accept the ● personal – pregnancy, illness, moving
new reality: the market, not your company, will away from area, etc.
ultimately determine the movement of your
employees. Yes, you can make your organization Information on the reasons for leaving, and there-
as pleasant and rewarding a place in which to fore where action needs to be taken, can be pro-
work in as possible – you can ix problems that vided by exit interviews, but they are fallible. More
might push people towards the exits. But you can’t reliance can be placed on the results of attitude or
counter the pull of the market; you can’t shield opinion surveys to identify areas of dissatisfaction.
your people from attractive opportunities and The retention plan should propose actions that
aggressive recruiters. The old goal of HR – to would focus on each of the areas in which there is
minimize overall employee turnover – needs to be dissatisfaction or lack of commitment.
replaced by a new goal: to inluence who leaves
and when.
The strategy should be based on an analysis of the Areas for action
risks of leaving. Depending on the outcome of the risk and reasons
for leaving analyses the possible actions that can be
taken are:
Risk of leaving analysis
● Ensure that selection and promotion
As proposed by Bevan et al (1997) risk analysis can procedures match the capacities of
be used to quantify the seriousness of losing key individuals to the demands of the work they
people or of key posts becoming vacant. Risk ana- have to do. Rapid turnover can result simply
lysis can be carried out by initially identifying poten- from poor selection or promotion decisions.
tial risk areas – the key people who may leave and,
● Reduce the losses of people who cannot
for each of them, as individuals or groups, estimate:
adjust to their new job – the ‘induction crisis’
● the likelihood of this occurring; – by giving them proper training and support
● how serious the effects of a loss would be on when they join the organization.
the business; ● Design jobs to maximize skill variety, task
● the ease with which a replacement could be signiicance, autonomy, control over work
made and the replacement costs. and feedback, and ensure that they provide
opportunities for learning and growth. Some
Each of the estimates could be expressed on a scale, roles can be ‘customized’ to meet the needs
say: very high, high, medium, low, very low. An of particular individuals.
254 Part 4 People Resourcing
Case studIes
Distribution company Wincanton had a problem controlling date. The system also provides various triggers to line
sickness absence because its large workforce is spread over managers. For example, once an employee has been away
285 sites. The solution was to outsource absence manage- for more than 15 days, the manager receives a message
ment to Active Health Partners, which operates a call centre indicating that contact needs to be made. Managers
staffed by nurses – employees must report their absences and are expected to conduct return-to-work interviews and
can receive medical advice. An online absence recording have more formal discussions when an absence exceeds
system is also provided, which provides line managers with 15 days. They will explore why there has been this amount
information on absences and access to absence statistics. of time off, if there is an underlying health issue, if an
As soon as an employee calls Active Health Partners an employee should be referred to Occupational Health and
e-mail or text is sent to the employee’s line manager via an if the disciplinary process should be started.
automated system, informing him or her of the absence and As a result, Wincanton reduced sickness absence by
the reason for it and giving an approximate return-to-work 10,000 days in six months.
● The manager makes an assessment following the case ● A sickness absence hearing may be called as a result
conference covering the nature and likely length of the of this meeting and the case conference.
illness, the impact of the absence on the work and how
any impact will be managed. Employee assistance programme
● Following this assessment a face-to-face meeting is An employee assistance programme (EAP) is available
held with the employee to ensure that other relevant through an external provider. Employees can raise problems
factors and personal circumstances are taken into with helpline staff, and face-to-face counselling can be
account. made available.
● leaving costs;
Release from the organization
● opportunity cost of time spent by HR and line
One of the most demanding areas of HRM in organizations
managers in recruitment, etc;
is in handling arrangements for releasing people through
● loss of output. redundancy, dismissal or retirement.
Chapter 19 Resourcing Practice 261
Questions
1 What is an employee value proposition? 4 What factors affect employee retention?
2 What is an employer brand? 5 What should absence policies cover?
3 What is the employee turnover index and why 6 What are the principles of natural justice?
can it be misleading?
References
Bevan, S, Barber, I and Robinson, D (1997) Keeping Huczynski, A and Fitzpatrick, M J (1989) Managing
the Best: A practical guide to retaining key Employee Absence for a Competitive Edge,
employees, Brighton, Institute for Employment London, Pitman
Studies IDS (2007) Absence Management, HR Study 810,
Cappelli, P (2000) A market-driven approach to London, IDS
retaining talent, Harvard Business Review, Phillips, J D (1990) The price tag of turnover,
January–February, pp 103–11 Personnel Journal, December, pp 58–61
CIPD (2008) Survey of Recruitment, Retention and Purcell, J, Kinnie, K, Hutchinson, S, Rayton, B and
Turnover, London, CIPD Swart, J (2003) People and Performance: How
CIPD (2012) Survey of Absence Management, people management impacts on organizational
London, CIPD performance, London, CIPD
CIPD (2013) Survey of Resourcing and Talent Reed, A (2001) Innovation in Human Resource
Planning, London, CIPD Management, London, CIPD
Holbeche, L (1998) Motivating People in Lean Walker, P (2007) Develop an effective employer
Organizations, Oxford, Butterworth-Heinemann brand, People Management, 18 October, pp 44–45
262
20
Talent management
K e y Co n C e P t s a n d t e r m s
Career planning Talent on demand policies
Portfolio career Talent pipeline
Protean career Talent planning
Succession planning Talent pool
Talent Talent relationship management
Talent management War for talent
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The meaning of talent management ● Management succession planning
● The process of talent management ● Career management
● Developing a talent management
strategy
people have talent and talent management activities 1 It is not essentially different from human
should not be restricted to the favoured few. resource management or human resource
There are many versions of talent management development. Both are about getting the
but in one way or another most incorporate typical right people in the right job at the right time
HRM activities such as potential assessment, leader- and managing the supply and development
ship and management development, succession of people for the organization.
planning and career planning. This chapter covers 2 It is simply integrated HRD with a selective
the meaning of talent management and talent man- focus on a small ‘talented’ section of the
agement strategy and the processes involved. Two workforce (a ‘talent pool’).
important aspects of talent management – manage-
3 It involves organizationally focused
ment succession planning and career management
competence development through managing
– are dealt with at the end of the chapter.
and developing lows of talent through the
organization. The focus is on the talent
pipeline rather than the talent pool. This
Talent management deined strand is closely related to succession and
human resource planning.
Talent management is the process of ensuring that The extent to which talent management is a new
the organization has the talented people it needs to idea or simply a bundle of existing practices has
attain its business goals. It involves the strategic been questioned. Iles and Preece (2010: 244–45)
management of the low of talent through an organ- observed that:
ization by creating and maintaining a talent pipeline.
As suggested by Younger et al (2007), the approaches Many current ideas in talent management, now
often presented as novel and best practice, such as
required include emphasizing ‘growth from within’;
assessing potential, 360-degree feedback,
regarding talent development as a key element of the
assessment centres and coaching, come from the
business strategy; being clear about the competencies
1950s era of large stable bureaucracies and
and qualities that matter; maintaining well-deined
sophisticated succession planning as part of more
career paths; taking management development, general ‘manpower planning’.
coaching and mentoring seriously; and demanding
high performance. And David Guest, cited by Warren (2006: 29),
The term ‘talent management’ may refer simply commented that:
to management succession planning and/or manage- Organizations espouse a lot of notions about
ment development activities, although this notion does talent management and give it a lot of emphasis,
not really add anything to these familiar processes but in practical terms it doesn’t have a very
except a new name – admittedly quite an evocative different meaning to what most organizations have
one. It is better to regard talent management as a more always done. Talent management is an idea that
comprehensive and integrated bundle of activities, has been around a long time. It’s been relabelled.
the aim of which is to create a pool of talent in an
organization, bearing in mind that talent is a major But he also noted that the process of bringing
corporate resource. together some old ideas gives them a freshness and
According to Lewis and Hackman (2006), talent that it can provide a means of integrating these
management is deined in three ways: 1) as a com- practices so that a coherent approach is adopted by
bination of standard human resource management the use of mutually supportive practices.
practices such as recruitment, selection and career Before describing the process of talent manage-
development; 2) as the creation of a large talent ment it is necessary to answer three questions:
pool, ensuring the quantitative and qualitative low 1 What is talent?
of employees through the organization (ie akin to
2 What does it mean when reference is made
succession or human resource planning); (3) as a good
to ‘the war for talent’?
based on demographic necessity to manage talent.
Iles et al (2010: 127) identiied three broad 3 Who is covered by talent management
strands of thought about talent management: programmes?
Chapter 20 Talent Management 265
talent management is ‘primarily concerned with Talent in the Firm means two things. One I think
those who add value to the organization... those that everybody is a talented individual. We recruit
who possess the potential to have a differential bright people intellectually. But our business also
impact on organizational success’. They therefore has the responsibility to help them realize that.
argued that talent management should focus on So there is a fundamental belief that everyone is
these individuals rather than including everyone in talented, and there is a belief that we do need to
the organization. identify future leaders, who are going to lead key
According to Clarke and Winkler (2006), the parts or have key roles in the business in the future
inclusive people approach is comparatively rare in and these would be quite senior roles. And that
identifying talent to these spaces, and helping
practice, although there have been strong advocates
people to gravitate towards one of these roles, will
of it such as Buckingham and Vosburgh (2001: 18),
be the key challenge for us.
who wrote that talent is inherent in each person:
‘HR’s most basic challenge is to help one particular These beliefs were put into affect by the irm
person increase his or her performance; to be suc- through a talent progression sequence of four
cessful in the future we must restore our focus on stages:
the unique talents of each individual employee, and
1 Rising talent – highly educated graduate
on the right way to transfer those talents into lasting
recruits who are given education and
performance.’ If exclusive approaches are adopted
training for core technical or professional
there is a danger of talent management being per-
roles.
ceived as an elitist process. Creating a talent pool of
a limited number of individuals may alienate those 2 Emerging leaders – who are given training
who are left out. Thorne and Pellant (2007: 9) and education for management under the
argued that: ‘No organization should focus all its guidance of sponsors or mentors.
attention on development of only part of its human 3 Next generation leaders – who undertake
capital. What is important, however, is recognizing leadership development programmes and
the needs of different individuals within its com- may attend a corporate academy.
munity.’ The CIPD (2010a: 1) asserted that: ‘Talent 4 Corporate next generation leaders – who
management and diversity need to be interlinked. are provided with one-to-one development
Diversity should be threaded through all talent through coaches and mentors and briefed
management activities and strategies to ensure that on corporate/governance strategy.
organizations make the best use of the talent and
skills of all their employees in ways that are aligned
to business objectives.’
The most common view seems to be that the aims The process of talent
of talent management are to obtain, identify and
develop people with high potential. But it should management
not be at the expense of the development needs of
people generally. The McKinsey prescription has The process of talent management can be described
often been misinterpreted as meaning that talent as a pipeline that, as illustrated in Figure 20.1, oper-
management is only about obtaining, identifying ates within the parameters of talent strategy and
and nurturing high-lyers, ignoring the point made policy and starts with talent planning, followed by
by Michaels et al (2001) that competitive advantage a sequence of resourcing and talent development
comes from having better talent at all levels. activities to produce a talent pool.
A case study of a global management consul- A more detailed low chart of the process of talent
tancy (Tansley and Tietze, 2013) revealed that management is shown in Figure 20.2.
the consultancy’s approach to talent management Talent management starts with the business
was both inclusive (everyone is talented) and exclu- strategy and what it signiies in terms of the future
sive (key people were developed in ways different demand for talented people. Ultimately, the aim is
to those adopted for ‘everyday talent’. This was to develop and maintain a pool of talented people
expressed by the company’s Talent Development through the talent pipeline, which consists of the
Director as follows: processes of resourcing, career planning and talent
Chapter 20 Talent Management 267
Talent Talent
Resourcing Talent pool
planning development
development that maintain the low of talent needed roles. It is better to build on an existing
by the organization. Its elements are: relationship rather than try to create a new
one when someone leaves. The aims are to
● Talent planning – the process of establishing
recognize the value of individual employees,
how many and what sort of talented people
provide opportunities for growth, treat them
are needed now and in the future. It uses the
fairly and achieve ‘talent engagement’,
techniques of workforce planning as
ensuring that people are committed to their
described in Chapter 17 and leads to the
work and the organization.
development of policies for attracting and
retaining talent and for estimating future ● Talent development – learning and
requirements as monitored by talent audits. development policies and programmes
are key components of talent management.
● Resourcing − the outcomes of talent planning
They aim to ensure that people acquire and
are programmes for obtaining people from
enhance the skills and competencies they
within and outside the organization (internal
need. Policies should be formulated by
and external resourcing). Internally they
reference to ‘employee success proiles’,
involve the identiication of talent, talent
which are described in terms of competencies
development and career management.
and deine the qualities that need to be
Externally they mean the implementation of
developed. Leadership and management
policies for attracting high-quality people.
development programmes as described in
● Talent identiication – the use of talent audits Chapter 24 play an important part.
to establish who is eligible to become part of
● Talent retention – the implementation of
the talent pool and to beneit from learning
policies designed to ensure that talented
and development and career management
people remain as engaged and committed
programmes. The information for talent
members of the organization (retention
audits can be generated by a performance
planning is covered in Chapter 19).
management system that identiies those with
abilities and potential. ● Career management – as discussed later in
this chapter, this is concerned with the
● Talent relationship management – building
provision of opportunities for people to
effective relationships with people in their
268 Part 4 People Resourcing
Talent planning
Resourcing – Resourcing –
Talent pipeline
internal external supply
Talent
Talent
relationship
identification
management
Talent
development
Talent
Talent pool
retention
Career
management
Succession
planning
develop their abilities and their careers so ● The talent pipeline – the processes of
that the organization has the low of talent resourcing, talent development and career
it needs and they can satisfy their own planning that maintain the low of talent
aspirations. needed to create the talent pool required
● Management succession planning – as far by the organization.
as possible, the objective is to see that the ● The talent pool – the resources of talent
organization has the managers it requires available to an organization.
to meet future business needs. It is
considered in detail later in this chapter.
Chapter 20 Talent Management 269
talent management, especially if this meant for new experience elsewhere. But as De Vos and
that they had fewer resources and Dries (2013: 1828) point out: ‘Although careers for
opportunities for progression. life, admittedly, are a reality from a distant past, the
● There was often a lack of integration with organizational career is far from dead.’
other HR programmes.
The CIPD 2013 learning and talent development Aims
survey revealed that the six most important objectives
of respondents’ talent management policies were: For the organization, the aim of career management
is to meet the objectives of its talent management
1 Growing future senior managers/leaders policies, which are to ensure that there is a talent
(62 per cent). low that creates and maintains the required talent
2 Developing high-potential employees pool. For employees, the aims of career manage-
(60 per cent). ment policies are: 1) to give them the guidance,
3 Enabling the achievement of the support and encouragement they need to fulil their
organization’s strategic goals potential and achieve a successful career with the
(37 per cent). organization in tune with their talents and ambi-
tions; and 2) to provide those with promise a
4 Retaining key staff (36 per cent). sequence of experience and learning activities that
5 Meeting the future skills requirements will equip them for whatever level of responsibility
of the organization (32 per cent). they have the ability to reach.
6 Attracting and recruiting key staff to Career management calls for an approach that
the organization (27 per cent). explicitly takes into account both organizational
needs and employee interests. It calls for creativity
The most effective approach used by respondents in identifying ways to provide development oppor-
was coaching, followed by development programmes tunities. Career management policies and practices
and mentoring. are best based on an understanding of the stages
through which careers progress in organizations.
4 Later career, when individuals may have maturing – are illustrated in Figure 20.3. This also
settled down at whatever level they have shows how individuals progress or fail to progress
reached but are beginning to be concerned at different rates through these stages.
about the future. They need to be treated
with respect as people who are still making
a contribution and be given opportunities Career development strategy
to take on new challenges wherever
A career development strategy might include the
this is possible. They may also need
following activities:
reassurance about their future with the
organization and what is to happen to them ● a policy of promoting from within wherever
when they leave. possible;
5 End of career with the organization – the ● career routes enabling talented people to
possibility of phasing disengagement by move upwards or laterally in the
being given the chance to work part-time for organization as their development and job
a period before they inally have to go should opportunities take them;
be considered at this stage. ● personal development planning as a major
part of the performance management
process, to develop each individual’s
Career dynamics knowledge and skills;
Career management should be based on an under- ● systems and processes to achieve sharing and
standing of career dynamics. This is concerned with development of knowledge (especially tacit)
how careers progress – the ways in which people across the irm;
move through their careers either upwards when ● multidisciplinary project teams, with a
they are promoted, or by enlarging or enriching shifting membership, to offer developmental
their roles to take on greater responsibilities or make opportunities for as wide a range of
more use of their skills and abilities. The three stages employees as possible.
of career progression – expanding, establishing and
Growth
Plateau
Progress
Decline
Career management
policies
Development processes
and programmes
Chapter 20 Talent Management 273
In contrast, and much less frequently, employers careers within an organization. It uses all the infor-
who believe in long-term career planning develop mation provided by the organization’s assessments
structured approaches to career management. These of requirements, the assessments of performance
include elaborate reviews of performance and po- and potential and management succession plans,
tential, assessment centres to identify talent or con- and translates it into the form of individual career
irm that it is there, high-lyer schemes and planned development programmes and general arrange-
job moves in line with a predetermined programme. ments for management development, career coun-
There may also be policies for dealing with the selling and mentoring.
‘plateaued’ manager who has got so far but will get It is possible to deine career progression in terms
no further. Some managers in this position may be of what people are required to know and be able to
reconciled to reaching that level but continue to work do to carry out work to progress up the ‘career
effectively. Others will become bored, frustrated ladder’ (the sequence of jobs at increasing levels of
and unproductive, especially rising stars who are on responsibility that constitutes a career). These levels
the wane. The steps that can be taken to deal with can be described as ‘competency bands’. For each
this problem include: band, the competencies needed to achieve a move to
that level would be deined in order to produce a
● lateral moves into different functional areas
career map incorporating ‘aiming points’ for indi-
or specialized subsidiaries, to provide new
viduals, as illustrated in Figure 20.5. People would
challenges and career breadth;
be made aware of the competency levels they must
● temporary assignments and secondments reach to achieve progress in their careers. This
outside the organization; would help them to plan their own development,
● appointments as leaders of project teams set although support and guidance should be provided
up to deal with performance barriers inside by their managers, HR specialists and, if they exist,
the organization such as the slowness of management development advisers or mentors.
responses to customer complaints. The provision of additional experience and training
could be arranged as appropriate, but it would be
important to clarify what individual employees
Career planning need to do for themselves if they want to progress
Career planning involves the deinition of career within the organization. At Procter & Gamble, for
paths – the routes people can take to advance their example, ‘destination jobs’ are identiied for rising
Aiming point
Aiming point
Basic training and experience Continuation training and Advanced training and
experience experience
274 Part 4 People Resourcing
stars, which are attainable only if the employee succession programmes and can provide support
continues to perform, impress and demonstrate and guidance to people with potential. Ultimately,
growth potential. however, it is up to individuals to manage their
Career family grade structures, as described in own careers within and beyond their present
Chapter 27, can deine levels of competency in each organization. Handy (1984) used the term ‘port-
career family and show career paths upwards within folio career’ to describe his forecast that people will
families or between families. This is illustrated in increasingly change the direction of their careers
Figure 20.6. during the course of their working life. Hall (1996)
Formal career planning may be the ideal but, as coined the phrase the ‘protean career’ in which
noted by Hirsh et al (2000), there has been a shift individuals take responsibility for transforming
from managed career moves to more open internal their career path (the name comes from the Greek
job markets. The process of internal job application god Proteus, who could change his shape at will).
has become the main way in which employees Schein (1978) originated the notion of ‘career
progress their careers. anchors’. He deined them as the self-concept of
people, consisting of self-perceived talents and
abilities, basic values and a sense of motives and
Self-managed careers needs relating to their careers. As people gain work
The organization may need to manage careers as experience, career anchors evolve and function as
part of its talent management and management stabilizing forces, hence the metaphor of ‘anchor’.
Chapter 20 Talent Management 275
Case studIes
BT
BT’s approach to investing in its talent is primarily focused networking and meeting top executives, and mentoring. It
on responding to individual needs in line with a BT-wide also specifies the commitments expected of BT’s talent
‘Talent Deal’. This is a set of commitments made to individuals pool members, such as the contribution they make to sup-
in BT’s talent pool on the support they can expect in areas porting the development of other colleagues.
such as career planning and movement, opportunities for
Cargill
The Cargill food business operates a global, corporate- planning at a platform level and at a practical level.
level labour and talent management process. This is struc- Consideration is being given to how to integrate talent
tured on the lines of ‘food platforms’ (collections of around management and succession planning on a global basis,
eight business units that operate in the food businesses) and a start has been made on highlighting positive and
and has representatives from Latin America, Europe, Asia, negative aspects of talent management and succession
etc, meeting twice per year. They look at the work of the planning. These will be discussed at corporate level by the
businesses and consider how talent might be managed board to ensure that Cargill values are embedded in future
and succession planned in those businesses. A workable talent management and succession planning strategy,
model exists to look at talent management and succession policies and practices.
GlaxoSmithKline
GlaxoSmithKline is identifying those positions, at both the management guidelines. One of these explicitly addresses
corporate and business-unit levels, that are critical to ‘workforce differentiation’ and reads, in part: ‘It is
the company’s success in a rapidly changing competitive essential that we have key talent in critical positions
environment. As part of that initiative, the company and that the careers of these individuals are managed
developed a statement of its workforce philosophy and centrally.’
HSBC
As reported by Ready and Conger (2007: 72–73), HSBC has management role. They can then be placed in the group
created a system of talent pools that track and manage talent pool, which means that they have the potential
the careers of employees with high potential. Employees to reach the senior executive level in three to five years
in these pools are selected initially for new assignments and top management in the longer term. Leaders
within their region or line of business and, over time, are conduct talent relationship dialogues with members
given positions that cross boundaries in order to demon- of each pool in order to address their development needs
strate that they have the potential to reach a senior and concerns.
276 Part 4 People Resourcing
IBM
The overall aim of talent management within IBM is ‘to on their performance against 10 leadership competencies,
develop the leaders of tomorrow’. Part of what makes it which are consistent globally. The leadership com-
a global company is the importance it places on high- petencies are used as a development tool for employees
potential people gaining international experience. For em- at all levels in IBM, not just those already highlighted as
ployees, being identified as talent therefore drives many having potential.
opportunities in the company. Readiness for promotion to executive roles is linked to
Every leader in the company has responsibility for competencies. For example, if an individual needs to get
identifying and nurturing talent. The areas for them to client relationship-building skills, then his or her next job
look for are aptitude, potential and the ability to grow and has to include that. Readiness is categorized in terms of
develop. The identification of talented individuals is based ‘next job’ or ‘two jobs away’ rather than a number of years.
management, arguing instead for a ‘talent on de- rapidly changing organizations, where elaborate
mand’ framework, ‘based on managing risk (not succession plans could be out of date as soon as
overestimating the places to be illed) and using they are made. In these circumstances, the most
talent pools to span functions’ (ibid: 256). They that can be done is to use talent management and
reported that some people are more positive about management development processes to ensure that
the value of ‘leadership pipelines’, which enable the there are plenty of talented people around in ‘talent
organization to: pools’ to ill vacancies as they arise on the basis of
‘talent on demand’, bearing in mind that the most
● focus on development;
talented or ambitious individuals may not want to
● identify critical ‘lynchpin’ roles; wait very long.
● create transparent succession management As McDonnell and Collings (2011: 64) emphasized:
systems;
Succession planning has evolved from the
● regularly measure progress; traditional short-term focus on replacing senior
● ensure lexibility. managers if they happened to leave without prior
warning. There is now a more long-term aim of
Succession planning is based on the information developing a cadre of key talent who able to take
about managers in supply and demand forecasts, on higher level roles, potentially roles that may not
talent audits and performance and potential reviews. currently exist... The utilization of talent pools
In some large organizations where demand and consisting of employees with key generic type
supply forecasts can be made accurately, there are competencies and skills allows the organization far
highly formalized succession planning processes based greater scope when positions become available.
on the sort of management succession schedule Management will be able to select the most
illustrated in Figure 20.7. suitable candidate from a pool of candidates and
However, the scope for formal succession plan- train the person into the speciic requirements of
ning may be limited in today’s more lexible and that particular role.
278 Part 4 People Resourcing
Questions
1 What is talent management? 4 What is management succession planning?
2 What is talent? 5 What is career management?
3 What are the elements of a talent management
programme?
Chapter 20 Talent Management 279
References
Baruch, Y and Peiperl, M (2000) Career management Huselid, M A, Beatty, R W and Becker, B E (2005)
practices: an empirical survey and explanations, A-players or A-positions? The strategic logic of
Human Resource Management, 39 (4), workforce management, Harvard Business Review,
pp 347–66 December, pp 110–17
Buckingham, M and Vosburgh, R (2001) The 21st Iles, P and Preece, D (2010) Talent management and
century human resources function: it’s the talent, career development, in (eds) J Gold, R Thorpe and
stupid, Human Resource Planning, 24 (4), A Mumford, Gower Handbook of Leadership
pp 17–23 and Management Development, Farnham, Gower,
Cappelli, P (2008) Talent on Demand: Managing pp 243–60
talent in an uncertain age, Boston MA, Harvard Iles, P, Preece, D and Chuai, X (2010) Talent
Business School Press management as a management fashion in HRD:
CIPD (2007) Talent: Strategy, management, towards a research agenda, Human Resource
measurement, London, CIPD Development International, 13 (2), pp 125–45
CIPD (2010a) Opening up Talent for Business Lewis, R E and Hackman, R J (2006) Talent
Success, London, CIPD management: a critical review, Human Resource
CIPD (2010b) War on Talent? Talent management Management Review, 16 (2), pp 139–54
under threat in uncertain times, Part 1, London, McDonnell, A and Collings, D G (2011) Identiication
CIPD and evaluation of talent in MNEs, in H Scullion
CIPD (2010c) Fighting Back through Talent and D G Collings (eds) Global Talent
Innovation: Talent management under threat in Management, London, Routledge, pp 56–73
uncertain times, Part 2, London, CIPD Michaels, E G, Handield-Jones, H and Axelrod, B
CIPD (2013) Learning and Talent Development (2001) The War for Talent, Boston, MA, Harvard
Survey, London, CIPD Business School Press
Clarke, R and Winkler, V (2006) Relections on Talent Pfeffer, J (2001) Fighting the war for talent is
Management, London, CIPD hazardous to your organization’s health,
DeVos, A and Dries, N (2013) Applying a talent Organizational Dynamics, 29 (4), pp 248–59
management lens to career management: the role Ready, D A and Conger, J A (2007) Make your
of human capital composition and continuity, company a talent factory, Harvard Business
International Journal of Human Resource Review, June, pp 68–77
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M A Tichy and M A Devanna, Strategic Human Tansley, C and Tietze, S (2013) Rites of passage
Resource Management, New York, Wiley through talent management stages: an identity
Hall, D T (1996) The Career is Dead: Long live the work perspective, International Journal of Human
career, San Francisco, CA, Jossey-Bass Resource Management, 24 (9), pp 1799–815
Handy, C (1984) The Future of Work, Oxford, Thorne, K and Pellant, A (2007) The Essential Guide
Blackwell to Managing Talent, London, Kogan Page
Hirsh, W and Carter, A (2002) New Directions in Warren, C (2006) Curtain call, People Management,
Management Development, Paper 387, London, 23 March, pp 24–29
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Hirsh, W, Pollard, E and Tamkin, P (2000) Developing your organization’s brand as a talent
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280
PART V
Learning and development
Pa r t V Co n t e n t s
References
Harrison, R (2009) Learning and Development, 5th edn, London, CIPD
Walton, J (1999) Strategic Human Resource Development, Harlow, FT Prentice Hall
283
21
Strategic learning
and development
K e y Co n C e P t s a n d t e r m s
Development Learning and development (L&D)
Individual learning Organizational learning
Learning Strategic L&D
Learning culture Training
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The meaning of learning and development (L&D)
● The meaning and aims of strategic L&D
● The basic philosophies that underpin L&D strategy and practice
● How to create a learning culture
● The nature of strategies for promoting individual learning
examining strategies for creating a learning culture knowledge and skills relating to particular
and for promoting organizational and individual areas of activity.
learning.
Learning should be distinguished from training.
‘Learning is the process by which a person constructs
new knowledge, skills and capabilities, whereas
training is one of several responses an organization
Learning and development can undertake to promote learning’ (Reynolds et al,
deined 2002: 9). Learning is what individuals do; training
is what organizations do to individuals. The com-
Learning and development is deined as the process ponents of learning and development are shown in
of ensuring that the organization has the know- Figure 21.1.
ledgeable, skilled and engaged workforce it needs.
It involves facilitating the acquisition by individuals
and teams of knowledge and skills through experi-
ence, learning events and programmes provided by Strategic L&D deined
the organization, guidance and coaching provided
by line managers and others, and self-directed learning Strategic L&D is an approach to helping people
activities carried out by individuals. Harrison to learn and develop that is concerned with how
(2009: 8) deined learning and development more the organization’s goals will be achieved through
broadly as follows: its human resources by means of integrated L&D
strategies, policies and practices. Like strategic
The primary purpose of learning and development HRM, it is based on the fundamental proposition
as an organizational process is to aid collective that the human resources of an organization play a
progress through the collaborative, expert and strategic role in its success. Strategic L&D policies
ethical stimulation and facilitation of learning and are closely associated with that aspect of strategic
knowledge that support business goals, develop HRM concerned with investing in people and devel-
individual potential, and respect and build on oping the organization’s human capital.
diversity.
Formal
Self-directed
off-the-job
learning
training
E-learning
Coaching and
mentoring
● The organization needs to invest in learning ● Provide line managers with the skills required
and development by providing appropriate to lead, manage and develop their people.
learning opportunities and facilities, but the ● Help to develop a positive culture in the
prime responsibility for learning and organization, for example, one that is
development rests with individuals, who will oriented towards performance improvement.
be given the guidance and support of their
● Provide higher levels of service to customers.
managers and, as necessary, members of the
HR department. ● Minimize learning costs (reduce the length of
learning curves).
Learning and development L&D activities will take place in the organization and
provide guidance on how these activities should be
Learning and development is the process of planned and implemented.
acquiring and developing knowledge, skills
capabilities, behaviours and attitudes through
Learning culture
learning or developmental experiences.
A learning culture is one in which learning is
Strategic L&D recognized by top management, line managers and
employees generally as an essential organizational
Strategic L&D is an approach to helping people to process to which they are committed and in which
learn and develop that is concerned with how the they engage continuously.
organization’s goals will be achieved through its
human resources by means of integrated L&D
Organizational learning strategies
strategies, policies and practices. Strategic L&D
aims to produce a coherent and comprehensive Organizational learning strategies aim to develop a
framework for developing people through the firm’s resource-based capability.
creation of a learning culture and the formulation of
organizational and individual learning strategies. Individual learning strategies
The individual learning strategies of an organization
Learning and development strategies are driven by its human resource requirements, the
Learning and development strategies are the active latter being expressed in terms of the sort of skills
components of an overall approach to strategic L&D. and behaviours that will be required to achieve
They express the organization’s intentions on how business goals.
Questions
1 What is learning and development (L&D)? 6 What is strategic L&D?
2 What is learning? 7 What are the aims of strategic L&D?
3 What is training? 8 What is a learning culture?
4 What is development? 9 What is organizational learning strategy?
5 What is education? 10 What is individual learning strategy?
Chapter 21 Strategic Learning and Development 289
References
Aragon, I B and Valle, R S (2013) Does training Ehrenberg, R G and Smith, R S (1994) Modern Labor
managers pay off? The International Journal of Economics, New York, Harper Collins
Human Resource Management, 24 (8), Harrison, R (2009) Learning and Development,
pp 1671–84 5th edn, London, CIPD
Benabou, C (1996) Assessing the impact of training Kearns, P and Miller, T (1997) Measuring the impact
programs on the bottom line, National of training and development on the bottom line,
Productivity Review, 15 (3), pp 91–99 FT Management Brieings, London, Pitman
Birdi, K, Clegg, C, Patterson, M, Robinson, A, Reynolds, J (2004) Helping People Learn, London,
Stride, C B, Wall, T D and Wood, S J (2008) CIPD
The impact of human resource and operational Reynolds, J, Caley, L and Mason, R (2002) How Do
management practices on company productivity: People Learn?, London, CIPD
a longitudinal study, Personnel Psychology, 61 (3),
pp 467–501
290
22
The process of
learning and
development
K e y Co n C e P t s a n d t e r m s
Cognitive learning theory Operant conditioning
Discretionary learning Organizational learning
Double-loop learning Progressive parts method of training
Experienced workers standard Reinforcement theory
(EWS) Self-directed (self-managed) learning
Experiential learning Single-loop learning
Learning organization Social learning theory
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● How people learn ● The implications of learning theory
● Learning theory and concepts
● The motivation to learn ● Operant conditioning
● Learning styles ● Organizational learning
● Learning to learn ● The learning organization
● The learning curve ● Self-directed learning
292 Part 5 Learning and Development
Kolb et al’s learning style inventory The Honey and Mumford learning
Kolb et al (1974) identiied a learning cycle consisting styles
of four stages, as shown in Figure 22.1. These stages
Another analysis of learning styles was made by
were deined as follows:
Honey and Mumford (1996). They identiied the
1 Concrete experience – this can be planned or following four styles:
accidental.
1 Activists – who involve themselves fully
2 Relective observation – this involves actively without bias in new experiences and revel in
thinking about the experience and its new challenges.
signiicance.
2 Relectors – who stand back and observe
3 Abstract conceptualization (theorizing) new experiences from different angles. They
– generalizing from experience to develop collect data, relect on it and then come to a
various concepts and ideas that can be conclusion.
applied when similar situations are
3 Theorists – who adapt and apply their
encountered.
observations in the form of logical theories.
4 Active experimentation – testing the concepts They tend to be perfectionists.
or ideas in new situations. This gives rise to a
4 Pragmatists – who are keen to try out new
new concrete experience and the cycle begins
ideas, approaches and concepts to see if they
again.
work.
The key to this model is that it is a simple description
However, none of these four learning styles is exclu-
of how experience is translated into concepts that
sive. It is quite possible that one person could be
are then used to guide the choice of new experiences.
both a relector and a theorist and someone else
To learn effectively, individuals must shift from
could be an activist/pragmatist, a relector/pragma-
tist or even a theorist/pragmatist.
F I g u r e 2 2 .1 The Kolb learning cycle
Use of learning style theory
Concrete Learning style theory can be used in the design and
experience conduct of learning events or personal development
programmes. Learning situations can be set up to it
the learning style of participants. The problem is
that people do not necessarily have a single learning
style and there certainly will be a large range of
Active Reflective styles in any learning group. It may therefore be
experimentation observation dificult to it the approach to the style.
Learning to learn
Abstract People learn all the time and through doing so
conceptualization acquire knowledge, skills and insight. But they will
(theorizing)
learn more effectively if they ‘learn how to learn’.
294 Part 5 Learning and Development
Performance
●
EWS (experienced worker’s standard)
learning;
● pinpoint precisely what has been learnt and
what to do better or differently as a
consequence;
● share what has been learnt with other people
so that they beneit;
Time
● check on the quality of what has been learnt;
● transfer what has been learnt and apply it in
different circumstances; F I g u r e 2 2 .3 Diferent rates of learning
● improve the learning process itself so that
how people learn, not just what people learn,
is given constant attention.
EWS (experienced worker’s standard)
Performance
The process of Learning is complex and is Different learning needs require different learning
learning achieved in many different methods, often in combination.
ways. Learning effectiveness depends on the extent to
The context is important. which the organization believes in learning and
supports it.
ta b L e 2 2 .1 Continued
Theory/concept Content Practical implications
Cognitive learning Learners acquire The knowledge and understanding of learners can
theory understanding, which they be enriched and internalized by presenting them
internalize by being with learning materials (eg e-learning). Case studies,
exposed to learning projects and problem-solving activities can also be
materials and by solving used for this purpose. Self-directed learning,
problems. personal development planning activities and
discovery learning processes with help from
facilitators, coaches or mentors are underpinned by
cognitive learning theory.
Learning styles Every person has their Learning programmes need to be adjusted to cope
own learning style. with different learning styles. Trainers also have to
flex their methods. People will learn more effectively
if they are helped to ‘learn how to learn’ by making
the best use of their own style but also by
experimenting with other styles.
The motivation to People need to be Learners should be helped to develop learning goals
learn motivated to learn and to understand the benefits to them of achieving
effectively. them. Performance management processes leading
to personal development plans can provide a means
of doing this.
The learning curve The time required to reach Recognize that progress may vary and may not be
an acceptable standard of continuous. Enable learners to consolidate their
skill or competence, which learning and introduce reinforcement periods in
varies between people. training programmes to recognize the existence of
Learning may proceed in learning steps and plateaus.
steps with plateaus rather
than being a continuous
process.
Chapter 22 The Process of Learning and Development 297
4 Learning from others – sometimes the most human resource development, systematic training,
powerful insights come from looking outside action learning, organizational development and
one’s immediate environment to gain a new knowledge management, with an infusion of the
perspective. This process has been called SIS, precepts of total quality management. But they do
for ‘steal ideas shamelessly’. Another more not add up to a convincing whole. Easterby-Smith
acceptable word for it is ‘benchmarking’ – a (1997) contended that attempts to create a single
disciplined process of identifying best best-practice framework for understanding the
practice organizations and analysing the learning organization are fundamentally lawed.
extent to which what they are doing can be There are other problems with the concept: it is
transferred, with suitable modiications, to idealistic; knowledge management models are
one’s own environment. beginning to supersede it; few organizations can
5 Transferring knowledge quickly and meet the criteria; and there is little evidence of
eficiently throughout the organization – by successful learning organizations.
seconding people with new expertise, or by Burgoyne (1999), one of the earlier exponents of
education and training programmes, as long the learning organization, has admitted that there
as the latter are linked explicitly with has been some confusion about it and that there
implementation. have been substantial naiveties in most of the early
thinking. He believes that the concept should be
integrated with knowledge management initiatives
Critical evaluation of the learning so that different forms of knowledge can be linked,
fed by organizational learning and used in adding
organization notion value.
The notion of the learning organization is persuasive
because it provides a rationale for comprehensive
learning and development programmes. However, The learning organization and
Scarborough et al (1999) argued that the learning organizational learning
organization concept is overconcerned with organ-
ization systems and design. Little attention seems to The notion of the learning organization is often asso-
be paid to what individuals want to learn or how ciated with the concept of organizational learning.
they learn. The idea that individuals should be But they are different. Easterby-Smith and Araujo
enabled to invest in their own development seems (1999) explained that the literature on organiza-
to have escaped learning organization theorists, tional learning focuses on the observation and analysis
who are more inclined to focus on the imposition of of the processes of individual and collective learning
learning by the organization, rather than creating a in organizations, whereas the learning organization
climate conducive to learning. literature is concerned with using speciic diagnostic
Viewing organizations as learning systems is a and evaluative tools that can help to identify, promote
limited notion. Argyris and Schon (1996) explained and evaluate the quality of the learning processes
that organizations are products of visions, ideas, inside organizations. In other words, organizational
norms and beliefs, so that their shape is much more learning is about how people learn in organizations,
fragile than the organization’s material structure. and the learning organization notion attempts to
People act as learning agents for the organization in explain what organizations should do to facilitate
ways that cannot easily be systematized. They are the learning of their members.
not only individual learners but also have the However, as explained above, learning organiza-
capacity to learn collaboratively. This is described tion theory provides a dubious base for action.
by organization learning theory and leads to the The idea of a learning culture supported by the
belief that it is the culture and environment that are understanding of how organizations learn, as
important, not the systems approach implied by the provided by organizational learning theory and
concept of the learning organization. knowledge management initiatives, has more to
The notion of a learning organization is rather offer.
nebulous. It incorporates miscellaneous ideas about
Chapter 22 The Process of Learning and Development 299
The processes of L&D will learn more effectively if they ‘learn how to
learn’.
The processes of L&D are complex and varied.
They consist of the ways in which individuals and ● The concept of the learning curve refers to the
organizations learn as explained by learning theory, time it takes an inexperienced person to reach the
the concept of organizational learning, the dubious required level of performance in a job or a task.
notion of the learning organization, and the
contribution made by individuals to their own Organizational learning
learning and development (self-directed or
self-managed learning). Organizational learning is about the development and
acquisition in organizations of knowledge,
How people learn understanding, insights, techniques and practices in
order to improve organizational effectiveness. It is
Individuals learn for themselves and from other concerned with the processes adopted by
people. They learn as members of teams and by organizations in promoting learning; it is not simply
interaction with their managers, co-workers and the sum of all the learning and development activities
people outside the organization (social learning). that are carried out in an organization.
People learn by doing and by instruction. The ways in
which individuals learn will differ and the extent to
which they learn will depend largely on how well The learning organization
they are motivated or self-motivated: Defined by Pedler et al (1997) as an organization that
● The key learning theories are reinforcement ‘facilitates the learning of all its members and
theory, cognitive learning theory, experiential continually transforms itself’. Learning organization
learning theory and social learning theory. theory provides a dubious base for action. The idea
of a learning culture, supported by the understanding
● People will learn more effectively if they are
of how organizations learn, as provided by
motivated to learn.
organizational learning theory and knowledge
● Learning theories describe in general terms how management initiatives, has more to offer.
people learn but individual learners will have
different styles – a preference for a particular
Self-directed learning
approach to learning. The two most familiar
classifications of learning styles are those Self-directed or self-managed learning involves
produced by Kolb et al (1974) and by Honey and encouraging individuals to take responsibility for
Mumford (1996). their own learning needs, either to improve
● People learn all the time and through doing so performance in their present job or to develop their
acquire knowledge, skills and insight. But they potential and satisfy their career aspirations.
300 Part 5 Learning and Development
Questions
1 How do people learn? 6 What is the notion of a learning organization
2 What are the key learning theories? and how valid is it?
3 How are people motivated to learn? 7 Is there any difference between the concepts of
organizational learning and the learning
4 What is the learning curve and what is its
organization? If so, what is it?
signiicance?
8 What is self-directed learning?
5 What is organizational learning?
References
Argyris, C (1992) On Organizational Learning, Kolb, D A, Rubin, I M and McIntyre, J M (1974)
Cambridge, MA, Blackwell Organizational Psychology: An experimental
Argyris, C and Schon, D A (1996) Organizational approach, Englewood Cliffs, NJ, Prentice Hall
Learning: A theory of action perspective, Lombardo, M M and Eichinger, R W (1996) The
Reading, MA, Addison Wesley Course Architect Development Planner,
Bandura, A (1977) Social Learning Theory, Minneapolis, Lominger
Englewood Cliffs, NJ, Prentice Hall Mezirow, J A (1985) A critical theory of self-directed
Burgoyne, J (1999) Design of the times, learning, in (ed) S Brookield, Self-directed
People Management, 3 June, pp 39–44 Learning: From theory to practice, San Francisco,
Deming, W E (1986) Out of the Crisis, Cambridge, CA, Jossey-Bass
MA, Massachusetts Institute of Technology Center Pedler, M, Burgoyne, J and Boydell, T (1997) The
for Advanced Engineering Studies Learning Company: A strategy for sustainable
Easterby-Smith, M (1997) Disciplines of development, 2nd edn, Maidenhead, McGraw-Hill
organizational learning: contributions and Reynolds, J, Caley, L and Mason, R (2002) How Do
critiques, Human Relations, 50 (9), People Learn?, London, CIPD
pp 1085–113 Scarborough, H, Swan, J and Preston, J (1999)
Easterby-Smith, M and Araujo, J (1999) Knowledge Management: A literature review,
Organizational learning: current debates and London, IPM
opportunities, in (eds) M Easterby-Smith, Senge, P (1990) The Fifth Discipline: The art and
J Burgoyne and L Araujo, Organizational Learning practice of the learning organization, London,
and the Learning Organization, London, Sage Doubleday
Garvin, D A (1993) Building a learning organization, Skinner, B F (1974) About Behaviourism, London,
Harvard Business Review, July–August, Cape
pp 78–91 Wenger, E (1998) Communities of Practice: Learning,
Honey, P (1998) The debate starts here, People meaning and identity, Cambridge, Cambridge
Management, 1 October, pp 28–29 University Press
Honey, P and Mumford, A (1996) The Manual of Wick, C W and Leon, L S (1995) Creating a learning
Learning Styles, 3rd edn, Maidenhead, Honey organization: from ideas to action, Human
Publications Resource Management, 34 (2), pp 299–311
301
23
The practice of learning
and development
K e y Co n C e P t s a n d t e r m s
Action learning Informal learning Mentoring
ADDIE model Instruction Multitasking
Bite-sized training Just-in-time training Personal development plan
Blended learning Learning Planned experience
Coaching Learning and development Return on expectations
Cost/beneit analysis Learning contract Return on investment
Criterion behaviour Learning culture Self-directed learning
Development Learning evaluation Systematic training
Discretionary learning Learning event Terminal behaviour
e-learning Learning needs analysis Training
Experiential learning Learning programme
Formal learning Learning speciication
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should also understand:
● The approaches to learning and development ● Identifying learning needs
● Workplace learning ● Coaching
● Mentoring ● Personal development planning
● Planned experience ● Training
● Transferring training ● Effective training practices
● Blended learning ● Planning and delivering learning events and
● The role of the L&D function programmes
302 Part 5 Learning and Development
Analysis of Performance
Analysis of
human and Learning
business Surveys Role analysis
resource development specification
plans
plans reviews
Chapter 23 The Practice of Learning and Development 303
acquire new skills to deal with changing work Performance and development
demands, or develop a range of skills to facilitate
multitasking. reviews
Performance management processes, as described in
Analysis of business and workforce Chapter 25, should be a prime source of information
about individual learning and development needs.
plans Reviews should include an analysis of role require-
Business and workforce plans should indicate in ments in the shape of knowledge, skills and abilities
general terms the types of skills and competencies (KSAs) and the behavioural competencies needed to
that may be required in the future and the numbers perform effectively, taking into account any new
of people with those skills and competencies who demands that will be made on the role holder. A
will be needed. An analysis should also be made of joint assessment can then be made of development
any areas where future changes in work processes, needs and what sort of development programme is
methods or job responsibilities are planned and any required. The extent to which the individual meets
additional knowledge or skills that may be required. role requirements can be reviewed and agreement
These broad indicators have to be translated into reached on what needs to be done to remedy any
more speciic plans that cover, for example, the deiciencies. This can lead to personal development
outputs from training programmes of people with plans and learning contracts, which involve action
particular skills or a combination of skills (multi- plans, self-directed learning and an agreement on
skilling). what support will be provided to the individual by
the organization and the manager. An overall analysis
of performance and development review reports
Surveys can reveal any common learning needs that can be
Special surveys or an interviewing programme can satisied by tailored learning events.
obtain the views of managers and other employees
on what they need to learn. However, the material
gathered from a survey may be unspeciic and, when
Role analysis
interviewed, people may ind it dificult to articulate Role analysis is the basis for preparing role proiles
what they want. In the latter case it is best to lead that provide a framework for analysing and iden-
with a discussion of the work they do and identify tifying learning needs. Role proiles set out the
any areas where they believe that their performance key result areas of the role but, importantly, also
and potential could be developed. This could lead to deine the competencies required to perform it.
the identiication of any additional things they feel Performance management should ensure that role
they need to know or be able to do. Individual views proiles are updated regularly, and the review can be
can be amalgamated to provide a picture of common built on an analysis of the results achieved by refer-
learning needs. ence to the key result areas and agreed objectives.
304 Part 5 Learning and Development
The competency framework for the role is used to individuals through self-managed learning, and with
assess the level of competency displayed. An assess- the help and support of their managers. The output
ment can then be made of any learning required to of role analysis could be a learning speciication, as
develop levels of competency. Ideally, this should illustrated in Figure 23.3.
be a self-assessment by individuals who should be This method of assessing individual learning
given every encouragement to identify learning needs needs can generate information on common learning
for themselves. But these can be discussed with needs. The information can be related to the organ-
the individuals’ manager and agreement reached ization’s competency framework and used to inform
on how the learning needs should be met by the the design of competency-based learning events.
F I g u r e 2 3 .3 A learning speciication
LEARNING SPECIFICATION
to follow up each segment of experience to check Mentoring is a method of helping people to learn
what has been learnt and, if necessary, modify the and develop, as distinct from coaching, which is a
programme. relatively directive means of increasing people’s com-
petence. Mentoring promotes learning on-the-job,
which is always the best way of acquiring the
Coaching particular skills and knowledge the job holder
needs. Mentoring also complements formal training
Coaching is a personal (usually one-to-one) approach
by providing those who beneit from it with individual
to helping people develop their skills and knowledge
guidance from experienced managers who are ‘wise
and improve their performance. The need for coach-
in the ways of the organization’.
ing may arise from formal or informal performance
reviews, but opportunities for coaching will emerge
during everyday activities. Coaching as part of the
normal process of management consists of: E-learning
● using whatever situations may arise as E-learning involves the use of computer, networked
opportunities to promote learning; and web-based technology to provide learning mat-
● controlled delegation – ensuring that erial and guidance to individual employees. It can
individuals not only know what is expected be delivered through a irm’s intranet system.
of them but also understand what they need E-learning enhances learning by extending and
to know and be able to do to complete the supplementing face-to-face learning rather than
task satisfactorily; this gives managers an replacing it. It enables learning to take place when it
opportunity to provide guidance at the is most needed (just-in-time as distinct from just-in-
outset: guidance at a later stage may be seen case) and when it is most convenient. Learning can
as interference; be provided in short segments or bites that focus on
speciic learning objectives. It is ‘learner-centric’ in
● making people aware of how well they are that it can be customized to suit an individual’s
performing by, for example, asking them learning needs – learners can choose different learning
questions to establish the extent to which objects within an overall package. The main draw-
they have thought through what they are backs are the need for learners to be self-motivated,
doing; the time and effort required to develop and update
● encouraging people to look at higher-level e-learning programmes and, sometimes, the avail-
problems and how they would tackle them. ability of computers.
Coaching has an important role in workplace learn- E-learning programmes may cover common
ing. Executive coaching is used frequently as part of business applications and processes, induction
a blended learning approach (ie one that includes programmes and, frequently, IT skills development.
a number of complementary learning activities) to They are not so effective for developing soft skills
leadership and management development. Coaching such as team building, communication or presen-
skills are covered in Chapter 52. tation that rely on interpersonal contact. But
programmes can still cover basic principles that
prepare people for practical face-to-face sessions,
provide reinforcement through post-event reading,
Mentoring help with self-assessment and lead to chat-room
Mentoring is the process of using specially selected support.
and trained individuals to provide guidance, prag- The emphasis is on self-paced learning – learners
matic advice and continuing support that will help control the rate at which they learn, although they
the person or persons allocated to them to learn and may be given targets for completion and guidance
develop. Mentors prepare people to perform better from tutors on how they should learn. However,
in the future and groom them for higher and greater the impact of e-learning is strongly inluenced by the
things, ie career advancement. Mentoring can play quality of the support provided to learners. It is the
an important part in a leadership and management effectiveness of this support rather than the sophis-
development programme. tication of the technology that counts.
308 Part 5 Learning and Development
3. Implement training
4. Evaluate training
It can also be facile and too restricted and relies on performance management, equal opportunity
the support of line managers, which is not always or managing diversity policy and practice.
forthcoming. It is best for training employees in
straightforward techniques that they can use imme-
diately in their work or to complement, not replace, Efective training practices
longer courses or developmental processes. Effective training uses the systematic approach
deined above with an emphasis on skills analysis.
Types of training The purpose of the training should be clearly
deined in terms of the behaviour required as a result
Training programmes or events can be concerned of training. The focus of the training should be to
with any of the following: develop transferable skills. The training should be
● manual skills, including apprenticeships; evaluated on the basis of the extent to which it has
achieved its purpose.
● IT skills;
● team leader or supervisory training;
● management training;
● interpersonal skills, eg leadership, team
Planning and delivering
building, group dynamics, neurolinguistic
programming;
learning events
● personal skills, eg assertiveness, coaching, This process of planning and delivering learning
communicating, time management; events and programmes is described by the ADDIE
● training in organizational procedures or model, which has ive phases: analysis, design,
practices, eg induction, health and safety, development, implementation and evaluation.
Chapter 23 The Practice of Learning and Development 311
Approach to evaluation
Blended learning
It is at the planning stage that the basis upon which
Blended learning is the use of a combination of each category of learning event or programme is to
learning methods to increase the overall effectiveness be evaluated should be determined. This means
312 Part 5 Learning and Development
deining expectations on the impact that the event ● get honest responses;
will make in terms of criterion behaviour (the ● develop acceptable standards;
performance standards or changes in behaviour
● measure reactions against standards, and
on-the-job to be achieved if a learning process is to
take appropriate action;
be regarded as successful) and terminal behaviour
(the actual work behaviour of learners when they ● communicate reactions as appropriate.
complete their learning programme). The aim is Research by Warr et al (1970) showed that there
to establish the extent to which the event has was relatively little correlation between learner
achieved its purpose. At the same time, it is necessary reactions and subsequent measures of changed be-
to consider how the information required for evalu- haviour. But as Tamkin et al (2002) claimed, despite
ation should be obtained and analysed. this, organizations are still keen to get reactions to
The areas that need to be evaluated are: training, and used with caution this can produce
● Planning – the extent to which needs were useful information on the extent to which learning
properly evaluated and objectives set. objectives were perceived to be met and why.
● Conduct – how well the programme or event
was organized and managed, the degree to Level 2: Evaluate learning
which the inputs and methods were This level obtains information on the extent to
appropriate and effective, and its cost which learning objectives have been attained. It will
compared with the budget. aim to ind how much knowledge was acquired,
● Reactions – what participants felt about the what skills were developed or improved, and the
event. extent to which attitudes have changed in the
● Outcomes – the impact the event made on desired direction. So far as possible, the evaluation
individual, departmental and organizational of learning should involve the use of tests before and
performance. after the programme – written, oral or performance
tests.
Evaluation can take place at different levels, starting
with immediate reactions to the learning event
Level 3: Evaluate behaviour
and completed with an assessment of the impact it
has had on organizational performance. The best This level evaluates the extent to which behaviour
known and most used system of levels was developed has changed as required when people attending the
by Kirkpatrick (1994). programme have returned to their jobs. The question
to be answered is the extent to which knowledge,
skills and attitudes have been transferred from the
Levels of evaluation – Kirkpatrick classroom to the workplace. Ideally, the evaluation
should take place both before and after the training.
The four levels of evaluation suggested by Kirk- Time should be allowed for the change in behaviour
patrick are as follows. to take place. The evaluation needs to assess the
extent to which speciic learning objectives relating
Level 1: Reaction to changes in behaviour and the application of
knowledge and skills have been achieved.
At this level, evaluation measures how those who
participated in the training have reacted to it. In a
sense, it is a measure of immediate customer satis- Level 4: Evaluate results
faction. Kirkpatrick suggested the following guide- This is the ultimate level of evaluation and provides
lines for evaluating reactions: the basis for assessing the beneits of the training
● determine what you want to ind out; against its costs. The objective is to determine the
added value of learning and development program-
● design a form that will quantify reactions;
mes – how they contribute to raising organizational
● encourage written comments and performance signiicantly above its previous level.
suggestions; The evaluation has to be based on before-and-after
● get 100 per cent immediate response; measures and should determine the extent to which
Chapter 23 The Practice of Learning and Development 313
the fundamental objectives of the training have learning. This means focusing on return on expecta-
been achieved in areas such as increasing sales, raising tion measures, which assess the extent to which the
productivity, reducing accidents or increasing cus- anticipated beneits of any learning investment have
tomer satisfaction. Evaluating results is obviously been realized. As described by Anderson (2007: 33):
easier when they can be quantiied. However, it is ‘This involves focusing on establishing “up front”
not always easy to prove the contribution to the anticipated beneits of learning interventions or
improved results made by training as distinct from investments with key stakeholders, and then assessing
other factors and, as Kirkpatrick said, that evaluators the extent to which the anticipated beneits have
should be satisied with evidence, because proof is been realized.’
usually impossible to get. Perhaps the most powerful
method of demonstrating that ‘learning programmes
pay’ is to measure the return on investment, as dis- The problem with evaluation
cussed below.
The need for evaluation is generally recognized by
In practice, organizations ind it dificult to
L&D specialists and the Kirkpatrick model is well
advance above level 1. That is why there have been
known, but Grove and Ostroff (1990) noted that
moves to use an overall measure such as return on
there were ive barriers that appeared to explain
investment or return on expectations.
why training evaluations were not carried out very
effectively in organizations:
Return on investment as a method 1 Senior management often not insisting on or
of evaluation requesting information on the impact of the
training that was provided.
Return on investment (RoI) is advocated by some
commentators as a means of assessing the overall 2 The lack of expertise among L&D
impact of training on organizational performance. professionals on how to carry out training
It is calculated as: evaluations.
3 A lack of clear objectives attached to training
Beneits from training (£) − costs of training (£) programmes so that actually knowing what
× 100
Costs of training (£) to evaluate against is dificult if not
impossible.
Kearns and Miller (1997) believe that only this sort 4 The limited budgets available to training
of measure is useful in evaluating the overall impact departments means that resources are
of training. They argue that particular hard measures devoted to training provision rather than
should be used to evaluate speciic training; for training evaluation.
example, if development aims to bring about greater 5 The risks associated with evaluation may be
awareness of customers then it should be measured too great, given that the evaluation data
by the eventual effect on customer spend, customer might reveal that the training had little impact.
satisfaction and number of customers.
The pressure to produce inancial justiication The following comment on the limitations of tradi-
for any organizational activity, especially in areas tional approaches to evaluation was made by
such as learning and development, has increased the Anderson (2007: 3):
interest in RoI. The problem is that while it is easy
Traditional approaches to evaluation set out to
to record the costs it is much harder to produce
prove the merit of speciic learning interventions
convincing inancial assessments of the beneits.
and to demonstrate their cost-effective delivery.
Such proof, however, while identifying that the
Return on expectations trainer has done good work, does not necessarily
assess the extent of the training intervention with
The evaluation of learning has traditionally con- the organization’s strategic priorities... Whereas a
centrated on the Kirkpatrick ‘levels’ approach. But traditional approach to evaluation focuses on the
there is a trend to concentrate more on the validation reactions and consequences for learners and
of the total learning process and on the outcomes of trainers resulting from discrete and individual
314 Part 5 Learning and Development
Case studIes
A radical overhaul of training for the Scottish police has helps staff with the areas they particularly need to address.
created more opportunities for promotion and culminated This training is tailored to individual requirements: syndicates
in a prestigious National Training Award. The improved of recruits with similar needs are put together to receive it.
training scheme uses facilitated learning delivery, where This ‘partnership approach’ had helped the participants
trainees pre-read all information before attending sessions to focus on communication and problem-solving skills.
and then discuss issues and learn from each other. A Certificate of Higher Education in policing, accredited by
Responsibility for learning is now firmly placed on the the University of Stirling, is awarded on completion of the
shoulders of the individual – you have got to want to be a programme. There are also opportunities to take a diploma
police officer and you have got to want to learn. After 15 in management skills.
weeks of initial training, a two-week ‘reconvention’ period
A working knowledge of each customer support system team and receive close ongoing support from the pod team
is essential to do the job and one of the central tasks of the coach.
training department is to bring new entrants up to com- Given the emphasis on learning in the workplace, the
petence as quickly as possible. The following pattern is role of the team coach is critical and there are a number of
adopted. New entrants join in cohorts of 8 to 10 and spend steps in place to support and enhance their role. A set of
their first week in the training room. As the week progresses skills and needs have been defined and these are delivered
they spend periods in a pod sitting next to a ‘buddy’, listening to the 30 centre team coaches in 90-minute modules in the
to calls. At the end of that week they are allocated to a pod training room.
Within Orange, coaching is used in various ways to support Employees complete an online application, which must
people on-the-job and in leadership and personal develop- have their line manager’s approval, and commit to the time
ment programmes. The career coaching programme uses required for the coaching process over an 8–10 week period.
volunteer line managers who have been trained to pro- Included on this form is the question, ‘Why do you want to
vide coaching to staff with whom they have no reporting be coached?’ with some examples of the reasons that
relationship. someone might choose.
The two objectives for career coaching are: 1) as part The coaching process is tightly structured. The planned
of its overall talent management strategy Orange wants outcome is for the employee to develop career goals,
to see employees take greater responsibility for their own which are discussed with the individual’s manager at
careers; 2) Orange is in a competitive market as far as skills the next performance review. Coaches give employees
and resources are concerned and this effort is intended to exercises to work on between the meetings, drawn from
help with employee retention by engaging employees in a large selection offered by the talent management team.
conversations about their careers before they look else- After the process is completed, individuals are asked to
where. Career coaching is offered to all staff, regardless complete an evaluation form describing their experience of
of grade. The programme consists of three sessions of the scheme, their coach’s style and the outcomes they
90 minutes each, with a line manager coach trained have achieved.
specifically in career coaching.
included selling the benefits of the programme, for exam- over a modular approach; for example staff are less likely
ple improving communication skills such as reading, rather to lose interest or suffer teasing from colleagues. Areas
than focusing on tackling problem areas or deficiencies. included reading, writing, numeracy and PC skills. At the
The programme was designed to take place over five end of the programme the participants received certifi-
days. A continuous course over several days has benefits cates from senior managers.
Vestas Blades UK Ltd is a wind turbine blade research, goals that would have the greatest benefit to them and their
development and manufacturer based in the Isle of Wight part of the business. The NAP focused attention on the
and Southampton. The L&D policy adopted by Vestas was impact that the business’s strategic and operational
to give ownership of learning to individuals. Learning needed objectives had on each participant’s current and future
to be continuous, timely and relevant for people whose level of performance.
roles would present new challenges as the business grew. Once participants were made aware of the wealth of
It wanted employees to have a choice about what they learning resources available through books or e-learning,
learnt, when and how. A menu of training courses not only they chose the learning group they wanted to join. Each
seemed unattractive but was also seen to have limited group consisted of four people from across the organization
effectiveness in terms of the transfer of learning to the who would meet regularly every six weeks in confidence
workplace. A requirement of any new approach was that it – serving as a support structure for its members. Such support
should motivate employees by serving their own individual was critical. The opportunity to talk about how to apply
learning needs while at the same time meeting those of the learning in the workplace not only helped group members
business. make sense of the effect that their learning had but also
The self-directed learning programme began by intro- supported fellow learners in the group working on the
ducing the concept of personal awareness (via the same or similar topics.
Myers-Briggs Type Indicator) and its relevance to learning. During the first year each group had its own facilitator,
An inquiry tool was developed to help participants drawn primarily from Acuition consultants but also from
identify their own learning needs, known as the Needs within the company. The facilitator’s role was to accelerate
Analysis Process (NAP). Individuals decided the learning the group’s capability to learn.
Approach to learning and development their own learning needs, either to improve
performance in their present job or to develop their
● The starting point for learning and development is potential and satisfy their career aspirations.
the systematic identification of learning needs.
This provides the basis for making a choice
Coaching
between the various approaches available and
for decisions on the practices that should be Coaching is a personal (usually one-to-one)
adopted for the chosen approach. approach to helping people develop their skills and
knowledge and improve their performance.
● The approaches from which a choice can be
made are workplace learning, self-directed
learning, e-learning and formal training and Mentoring
development activities involving the delivery of Mentoring is the process of using specially selected
learning events and programmes. and trained individuals to provide guidance, pragmatic
● A blended learning approach should be adopted advice and continuing support that will help the person
wherever possible. or persons allocated to them to learn and develop.
● decide on content;
Evaluation of learning
● decide on methods of delivery;
Evaluation is an integral feature of learning activities.
● decide on location, facilities, the budget and who In essence, it is the comparison of objectives with
delivers the programme; outcomes to answer the question of how far the
event has achieved its purpose. The four levels of
● prepare information about the programme or
evaluation in the Kirkpatrick methodology are: 1)
event;
reaction, 2) evaluate learning, 3) evaluate behaviour,
● deliver the programme or event; 4) evaluate results.
● evaluate learning.
Responsibility for learning
Main criteria for efectiveness
● While individuals should be expected to take
a considerable degree of responsibility for
● The programme is based on a thorough
managing their own learning, they need the help
evaluation of learning needs.
and support of their line managers and the
● Clear objectives have been set for the outcomes organization, including the L&D function.
of the programme.
● Line managers have a key role in planning and
● Standards are set for the delivery of the facilitating learning by conducting performance
programme. and development reviews, agreeing learning
contracts and personal development plans with
● Success criteria and methods of measuring
their staff, and helping staff to implement those
success have been established.
plans through the provision of learning
● A blend of learning and development methods are opportunities and coaching.
used – informal and formal – that are appropriate
for the established needs of those taking part.
● Learning and development professionals have to
become learning facilitators rather than simply
● The outcome of the programme is evaluated. training providers or instructors.
320 Part 5 Learning and Development
Questions
1 What overall approach should be adopted to 6 When is training justiied?
learning and development? 7 What constitute effective training practices?
2 Why is the identiication of learning needs so 8 How should learning and development events
important? and programmes be planned?
3 What methods are available for identifying 9 What is blended learning?
learning needs?
10 What are the four levels of Kirkpatrick’s
4 What is workplace learning? learning evaluation methodology?
5 What is a personal development plan?
References
Anderson, V (2007) The Value of Learning: From Reynolds, J (2004) Helping People Learn, London,
return on investment to return on expectation, CIPD
London, CIPD Sambrook, S and Stewart, J (2005) A critical review
Carter, A, Hirsh, W and Aston, J (2002) Resourcing of researching human resource development, in
the Training and Development Function, Report (eds) C Elliott and S Turnbull, Critical Thinking in
No 390, Brighton, Institute for Employment Studies Human Resource Development, Abingdon,
Eraut, M J, Alderton, G, Cole, G and Senker, P (1998) Routledge, pp 67–84
Development of Knowledge and Skills in Stern, E and Sommerlad, E (1999) Workplace
Employment, London, Economic and Social Learning, Culture and Performance, London, IPD
Research Council Stewart, J and Tansley, C (2002) Training in the
Grove, D A and Ostroff, C (1990) Training Knowledge Economy, London, CIPD
programme evaluation, in (eds) K N Wexley and Tamkin, P, Barber, L and Hirsh, W (1995) Personal
J R Hinrichs, Developing Human Resources, Development Plans: Case studies of practice,
Washington, DC, Bureau of National Affairs Brighton, Institute for Employment Studies
Kearns, P and Miller, T (1997) Measuring the impact Tamkin, P, Yarnall, J and Kerrin, M (2002)
of training and development on the bottom line, Kirkpatrick and Beyond: A review of training
FT Management Brieings, London, Pitman evaluation, Report 392, Brighton, Institute for
Kirkpatrick, D L (1994) Evaluating Training Employment Studies
Programmes, San Francisco, CA, Berret-Koehler Warr, P B, Bird, M W and Rackham, N (1970)
Poell, R F (2005) HRD beyond what HRD Evaluation of Management Training, Aldershot,
practitioners do, in (eds) C Elliott and S Turnbull, Gower
Critical Thinking in Human Resource Zuboff, S (1988) In the Age of the Smart Machine,
Development, Abingdon, Routledge, pp 85–95 New York, Basic Books
321
24
Leadership and
management
development
K e y Co n C e P t s a n d t e r m s
Action learning Leadership development
Development centre Management
Leadership Management development
Leadership and management Management succession planning
development Outdoor learning
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The nature of leadership and ● Informal approaches to management
management development development
● The nature of leadership and ● The role of the organization
management ● The role of the individual
● Leadership and management ● The role of HR and L&D specialists
development compared
● The criteria for leadership and
● Leadership development management
● Management development
● Formal approaches to management
development
322 Part 5 Learning and Development
● manage people and performance – managers rules and accept the status quo, while leaders focus
increasingly need to maintain morale while on challenging the rules and promoting effectiveness.
also maximizing performance; Kotter (1991) saw managers as being the ones who
● work across boundaries, engaging with plan, budget, organize and control, while leaders
others, working as a member of a team, set direction, manage change and motivate people.
thinking differently about problems and Hersey and Blanchard (1998) claimed that manage-
their solutions; ment merely consists of leadership applied to business
situations; or in other words, management forms a
● develop relationships and a focus on the
subset of the broader process of leadership.
customer, building partnerships with both
But as Birkinshaw (2010: 23) commented: ‘By
internal and external customers;
dichotomizing the work of executives in this way,
● balance technical and generic skills – Kotter, Bennis and others squeezed out the essence
the technical aspects of management of what managers do and basically left them with
and the management of human the boring work that “leaders” don’t want.’ His
relationships. view on the leadership-versus-management debate
This list emphasizes the leadership component of was that: ‘Leadership is a process of social inluence,
management. However, managers are primarily concerned with the traits, styles and behaviours of
there to get results by ensuring that their function, individuals that cause others to follow them.
unit or department operates effectively. They manage Management is the act of getting people together to
people and their other resources, which include accomplish desired goals. To put it simply, we all
time and themselves. They are accountable for need to be both leaders and managers’ (ibid: 23).
attaining goals, having been given authority over Burgoyne (2010: 42) observed that: ‘Both [manage-
those working in their unit or department. ment and leadership] are needed and need to work
The traditional model of what managers do is closely together, often through the same person or
that it is a logical and systematic process of planning, team.’ Earlier, Mintzberg (2004: 22) summed it
organizing, motivating and controlling. But this is all up (as he often did) when he wrote: ‘Let’s stop
misleading. Managers often carry out their work on the dysfunctional separation of leadership from
a day-to-day basis in conditions of variety, turbulence management. We all know that managers who don’t
and unpredictability. Managers may have to be lead are boring, dispiriting. Well, leaders who don’t
specialists in ambiguity, with the ability to cope manage are distant, disconnected.’
with conlicting and unclear requirements.
Managers are doers. They deal with events as
they occur. But they must also be concerned with
where they are going. This requires strategic thinking, Leadership and management
especially at higher levels. As strategic thinkers,
managers develop a sense of purpose and frame-
development compared
works for deining intentions and future directions.
They are engaged in the process of strategic In some quarters the term ‘leadership development’
management. has replaced ‘management development’, perhaps
because the importance of ensuring that people
have leadership qualities has been recognized, while
it is believed that they can be safely left to acquire
What are the diferences? management skills in other ways, eg experience.
Are leadership and management the same or However, the two are different even though they are
different? Some commentators regard leadership closely associated.
as synonymous with management; others see them A rather simplistic way of differentiating the two
as distinct but closely linked and equally necessary is that leadership development tends to be concerned
activities; others consider management to be a subset with nurturing the softer skills of leadership through
of leadership; and yet others praise leadership and various educational processes, including formal
demonize management. Bennis (1989) viewed man- learning events and programmes and coaching.
agers as those who promote eficiency, follow the This is illustrated in the three case studies at the
324 Part 5 Learning and Development
end of the next section of this chapter. In contrast, Burgoyne (2010: 44) identiied the following
management development relies more on ensuring leadership development activities:
that managers have the right sequence of experience,
● job/work placements with leadership
which may be supplemented by self-directed learning
capability development as one of the
and courses on management techniques. Further
purposes;
guidance may be provided by coaching and from
mentors. But management development programmes ● education, training and development of
traditionally also cover leadership skills. individuals including the ‘context sensitive’
methods of coaching, mentoring and more
formal education, training and development
programmes;
Leadership development ● ‘soft’ organization development processes
including culture change, team building and
It is sometimes said that leaders are born not made. ‘hearts and minds’ collective mission/
This is a rather discouraging statement for those values-creating initiatives.
who are not leaders by birthright. It may be true to
Yukl (2006) proposed the following conditions for
the extent that some exceptional people seem to be
successful leadership development:
visionaries, have built-in charisma and a natural
ability to impose their personality on others. ● clear learning objectives;
However, even they probably have to develop and ● clear, meaningful content;
hone these qualities when confronted with a situation ● appropriate sequencing of content;
demanding leadership. Ordinary mortals need not
despair: they too can build on their natural capacities ● appropriate mix of training methods;
and develop their leadership abilities. As Burgoyne ● opportunity for active practice;
(2010: 42) wisely observed: ‘The will to lead is ● relevant, timely feedback;
largely innate but the ability to do it well is largely ● high trainee conidence;
learnt.’
● appropriate follow-up activities.
As deined by Burgoyne (2010: 43): ‘Leadership
development in the widest sense involves the But it is not all about subjecting leaders to develop-
acquisition, development and utilization of leader- ment programmes. The organization has to play its
ship capability or the potential for it.’ Leadership part in ensuring that leaders are provided with the
development programmes prepare people for support and the working conditions they need to
leadership roles and situations beyond their current carry out their role properly. As Fiedler (1967: 276)
experience. The essential elements of leadership emphasized: ‘If we wish to increase organizational
development, as suggested by Bolden (2010: 129), and group effectiveness we must learn not only to
are relection, practice, self-awareness, personal train leaders more effectively but also to build an
support, opportunities to apply learning and organizational environment in which the leaders
relevance to work. can perform well.’
Chapter 24 Leadership and Management Development 325
Case studIes
Cargill
Cargill is an international provider of food, agricultural and gaining the knowledge to enable them to lead Cargill busi-
risk management products and services. Those in Cargill’s nesses. All of these courses are interspersed with more
different talent pools, such as the ‘Next Generation challenging projects and work assignments. Cargill corpo-
Leaders’ and ‘Emerging Leaders’ undertake both formal rate leaders also take part in the Leadership Academy,
and informal development. In Cargill’s high-performance where they learn transformational leadership skills and
Leadership Academy, entrants learn about the fundamentals the essentials of coaching and mentoring in formal
of leadership and management in the company and work programmes and informal learning activities, all of which
through a number of accelerated leadership modules, form an important part of their leadership development.
Diageo
At Diageo, the international beverages company, a series The company’s first leadership development programme,
of development strategies, particularly for leadership, have 1998’s ‘Building Diageo talent’, was designed to help link
been based on Diageo’s five values, which were created as strategy and organizational performance with individual
the common heartbeat of all the component businesses. performance. This had many components, including
The values – ‘Be the best’, ‘Passionate about consumers’, coaching and benchmarking for leadership development
‘Proud of what we do’, ‘Freedom to succeed’ and ‘Valuing for 4,000 managers. Over the past six years the company’s
each other’ – have become central to Diageo’s success, leadership training has evolved to focus more on building
alongside a comprehensive performance management ‘a core Diageo mindset’. The senior team has prioritized
framework. Conversations about performance are now on developing a ‘total talent strategy’ and HR processes
a ‘partnership’ basis, where managers, with their employees, have been thoroughly embedded in management thinking
are expected to discuss the latter’s aspirations and how worldwide.
their growth needs can be satisfied by the business.
HML
As described by Spackman (2010), at HML (a financial ● four modules: profit, client, effectiveness,
services company) the leadership development programme engagement;
for middle and senior managers consisted of the following
● big event – transformational residential learning;
elements:
● self-directed modules;
● individual 360-degree feedback;
● individual 360-degree feedback – benchmark scores;
● orientation event – introduction and contracting;
● accreditation and celebration event.
● action learning sets (sets of six people, three sets in
one programme group);
326 Part 5 Learning and Development
individual, his abilities, his efforts.’ But he went on carry out their developmental activities, providing
to say: guidance as required, and they act as coaches or
mentors. They also, of course, conduct or manage
Every manager in a business has the opportunity
formal learning events and programmes, but their
to encourage individual self-development or to
stile it, to direct it or to misdirect it. He should be most important role is to help in developing a
speciically assigned the responsibility for helping climate in which managers can grow.
all men working with him to focus, direct and
apply their self-development efforts productively.
And every company can provide systematic
development challenges to its managers. Criteria for leadership and
(ibid: 163)
management development
The ability to manage is eventually something
individuals mainly develop for themselves while The effectiveness and value of any approach to
carrying out their normal duties. But they will do management development include the extent to
this much better if they are given encouragement, which it:
guidance and opportunities by their organization
● links to organizational goals and context
and their managers. In McGregor’s (1960: 192)
– and so has relevance for the organization
vivid phrase: managers are grown – they are neither
as well as for individuals;
born nor made: ‘The individual will grow into what
he is capable of becoming, providing we can create ● builds on and develops the qualities, skills
the proper conditions for that growth.’ and attitudes of participants;
● is supported by appropriate HR policies to
do with recruitment and selection, talent
The role of HR and learning and management, succession planning and
reward;
development specialists
● has the full commitment of those responsible
However, HR and L&D specialists still have an for the operation of the process, including
important role to play. They interpret the needs of line managers;
the business and advise on how management devel-
● is motivating to those encouraged to
opment as a business-led activity can play its part in
participate in it.
meeting these needs. They encourage managers to
Chapter 24 Leadership and Management Development 329
Questions
1 What is the aim of leadership and management 6 What are the main features of a leadership
development? development programme?
2 What is leadership? 7 What is management development?
3 What is management? 8 What formal approaches can be adopted to
4 What is the difference between leadership management development?
development and management development? 9 What is action learning?
5 What is leadership development? 10 What informal approaches can be adopted to
management development?
References
Baldwin, T T and Patgett, M Y (1994) Management Kotter, J P (1991) Power, dependence and effective
development: a review and a commentary, management, in (ed) J Gabarro, Managing People
in (eds) C L Cooper and J T Robertson, and Organizations, Boston, MA, Harvard Business
Key Reviews in Management Development, School Publications
New York, Wiley McGregor, D (1960) The Human Side of Enterprise,
Bennis, W G (1989) On Becoming a Leader, New York, McGraw-Hill
New York, Addison Wesley Mintzberg, H (2004) Enough leadership, Harvard
Birkinshaw, J (2010) An experiment in Business Review, November, p 22
reinvention, People Management, 15 July, Peters, K (2010) National and international
pp 22–24 developments in leadership and management
Bolden, R (2010) Leadership, management and development, in (eds) J Gold, R Thorpe and
organizational development, in (eds) J Gold, A Mumford, Gower Handbook of Leadership
R Thorpe and A Mumford, Gower Handbook and Management Development, Gower, Farnham,
of Leadership and Management Development, pp 23–38
Gower, Farnham, pp 118–32 Spackman, T (2010) Crafting a leadership and
BurgoyneJ (2010) Crafting a leadership and management development strategy 2, in (eds)
management development strategy, in (eds) J Gold, R Thorpe and A Mumford, Gower
J Gold, R Thorpe and A Mumford, Gower Handbook of Leadership and Management
Handbook of Leadership and Management Development, Gower, Farnham, pp 57–81
Development, Farnham, Gower, pp 42–55 Tamkin, P, Hirsh, W and Tyers, C (2003) Chore to
Dixon, N F (1994) On the Psychology of Military champion: the making of better people managers,
Incompetence, London, Pimlico Report 389, Brighton, Institute for Employment
Drucker, P (1955) The Practice of Management, Studies
Oxford, Heinemann Tamkin, P, Pearson, G, Hirsh, W and Constable, S
Fiedler, F E (1967) A Theory of Leadership (2010) Exceeding Expectation: The principles of
Effectiveness, New York, McGraw-Hill outstanding leadership, London, The Work
Hersey, P and Blanchard, K H (1998) Management of Foundation
Organizational Behaviour, Englewood Cliffs, NJ, Yukl, G (2006) Leadership in Organizations, 6th edn,
Prentice Hall Upper Saddle River, NJ, Prentice-Hall
331
PART VI
Performance and reward
Pa r t V I Co n t e n t s
25 Performance management
26 Reward management – strategy and systems
27 The practice of reward management
28 Managing reward for special groups
Reference
CIPD (2013) HR Profession Map, http://www.cipd.co.uk/hr-profession-map-download.aspx [accessed
25 January 2013]
333
25
Performance
management
K e y Co n C e P t s a n d t e r m s
Objectives Personal development
Performance appraisal planning
Performance management 360-degree feedback
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The meaning of performance ● Reviewing performance
● The theories underpinning ● Assessing performance
performance management ● Performance management
● Principles of performance issues
management ● The impact of performance
● The aims of performance management on performance
management ● Performance management and
● The performance management reward
cycle ● 360-degree feedback systems
● Performance planning ● Introducing performance
● Managing performance management
throughout the year
334 Part 6 Performance and Reward
conclusion that when assessing and rewarding the can or cannot do powerfully impacts on their per-
performance of individuals a number of factors have formance. Developing and strengthening positive
to be considered including both outputs (results) self-belief in employees is therefore an important
and inputs (behaviour). performance management objective.
Any attempt to manage performance should
also bear in mind that it is a complicated notion.
Campbell (1990) suggested that performance is the Principles of performance
outcome of three determinants:
management
1 knowledge about facts and things (termed
The research conducted by Armstrong and Baron
declarative knowledge);
(1998, 2004) identiied the following 10 principles of
2 knowledge about how things are done and performance management as stated by practitioners:
the skills to do them (termed procedural
knowledge and skills); 1 It’s about how we manage people – it’s not
a system.
3 motivation to act, to expend effort and to
persist (termed motivation). 2 Performance management is what managers
do: a natural process of management.
3 A management tool that helps managers to
Underpinning theories manage.
The following three theories underpin performance 4 Driven by corporate purpose and values.
management. 5 To obtain solutions that work.
6 Only interested in things you can do
Goal theory something about and get a visible
Goal theory, as developed by Latham and Locke improvement.
(1979), highlights four mechanisms that connect 7 Focus on changing behaviour rather than
goals to performance outcomes: 1) they direct at- paperwork.
tention to priorities; 2) they stimulate effort; 3) they 8 Based on accepted principle but operates
challenge people to bring their knowledge and skills lexibly.
to bear to increase their chances of success; and 9 Focus on development not pay.
4) the more challenging the goal, the more people
will draw on their full repertoire of skills. This theory 10 Success depends on what the organization
supports the emphasis in performance management is and needs to be in its performance culture.
on setting and agreeing objectives against which
performance can be measured and managed.
Aims of performance
Control theory
Control theory focuses attention on feedback as a
management
means of shaping behaviour. As people receive feed-
back on their behaviour they appreciate the discrep- Performance management is a means of getting
ancy between what they are doing and what they better results by providing the means for individuals
are expected to do and take corrective action to to perform well within an agreed framework of planned
overcome the discrepancy. Feedback is recognized as goals, standards and competency requirements. It
a crucial part of performance management processes. involves developing a shared understanding about
what is to be achieved and how it is to be achieved.
The aim is to develop the capacity of people to
Social cognitive theory meet and exceed expectations and to achieve their
Social cognitive theory was developed by Bandura full potential to the beneit of themselves and the
(1986). It is based on his central concept of self- organization. A further aim is to clarify how indi-
eficacy. This suggests that what people believe they viduals are expected to contribute to the achievement
336 Part 6 Performance and Reward
of organization goals by aligning individual objectives ● Provide the basis for personal development
with the strategic objectives of the organization. – 37 per cent.
Performance management provides the basis for ● Develop a performance culture
self-development but, importantly, it is also about – 32 per cent.
ensuring that the support and guidance people need
● Inform contribution/performance pay
to develop and improve are readily available.
decisions – 21 per cent.
Performance management can play an important
role in rewarding employees by providing them Note the relatively small emphasis on pay.
with positive feedback and the recognition of their The following is a statement of objectives from
accomplishments. one respondent to the e-reward survey: ‘To support
Performance management is often seen as pri- culture change by creating a performance culture
marily a developmental process and may therefore and reinforcing the values of the organization with
be referred to as ‘performance and development an emphasis on the importance of these in getting a
management’. It can also be used to generate ratings balance between “what” is delivered and “how” it is
that inform performance pay decisions. delivered.’
Shields (2007: 24) explained that a performance
management system has a fourfold purpose:
1 Strategic communication – convey to people The performance
what doing a good job means and entails.
2 Relationship building – create stronger work management cycle
relationships by bringing managers and those
they manage together regularly to review Performance management is a natural process of
performance achievements. management: it is not an HRM technique or tool.
As a natural process of management the perform-
3 Employee development – provide performance
ance management cycle, as modelled in Figure 25.1,
feedback as a basis for the joint analysis
corresponds with Deming’s (1986) plan-do-check-
of strengths, weaknesses and areas for
act model.
improvement and an agreement on a personal
The processes of performance planning, managing
development plan and learning contract.
performance, performance reviews, performance
4 Employee evaluation – assess the assessment recording the agreement and review, and
performance of employees (performance the use of web-enabled technology involved during
appraisal) as a basis for making decisions the cycle are described below.
on job reassignment, promotion or
performance-related reward.
Shields noted that: ‘the relationship between the
Performance planning
developmental and evaluative purposes is frequently Performance planning is based on performance
a troubled one and maintaining a harmonious rela- agreements. Expectations are deined generally in
tionship between the two is undoubtedly one of the role proiles that specify key result areas; the know-
greatest challenges that awaits the unsuspecting ledge, skills and abilities (KSAs) required and the
human resource manager’ (ibid: 25). behavioural competencies needed to perform well.
Respondents to an e-reward survey in 2005 What has to be accomplished in key result areas
identiied the following performance management can be deined in the form of objectives or targets.
objectives: An important aspect of performance planning is the
process of aligning individual goals with the strategic
● Align individual and organizational
goals of the organization.
objectives – 64 per cent.
The acronym ‘SMART’ is often used to deine a
● Improve organizational performance – good objective. Traditionally, S stands for speciic
63 per cent. (sometimes ‘stretching’), M for measurable, A for
● Improve individual performance – agreed, R for realistic and T for time-related. But as
46 per cent. Chamberlin (2011: 26) argued, ‘the real aim of setting
Chapter 25 Performance Management 337
PLAN
Performance planning –
performance agreement
• Role definition
• Objectives
• Competencies
• Performance improvement
• Personal development
REVIEW ACT
Joint analysis of performance Performance activities
• Dialogue and feedback • Carry out role
• Performance assessment • Implement performance
• Agree strengths improvement plan
• Build on strengths • Implement personal
• Agree areas for improvement development plan
MONITOR
Manage performance
throughout the year
• Monitor performance
• Provide continuous feedback
• Provide coaching
• Deal with under-performers
objectives is for people to know exactly what it is Agreement is reached at this stage on how per-
they have to do, when they’ve done it, that they are formance will be measured and the evidence that
able to do it, why they have to do it (ie who for) and will be used to establish levels of competency. It is
that it is something they should be doing, and how important that these measures and evidence require-
they are progressing along the way’. Following ments should be identiied and fully agreed now
Blanchard (1989) he suggested that the last three because they will be used by individuals as well as
letters of the mnemonic should be amended to read managers to demonstrate and monitor achieve-
A for attainable, R for relevant and T for trackable. ments. The manager and the individual also agree
He attached particular importance irst to ‘relevant’, on what the latter needs to do to achieve objectives,
meaning that the objective is to do with the business raise standards and improve performance.
and its customers. Second, he emphasized ‘trackable’ The agreement may incorporate a personal
because the important thing to do with objectives is development plan that provides a learning action
to monitor progress over time, ie track it (he rejected programme, which individuals are expected to
‘time-related’ because it did not convey this essen- follow with the support of their managers and the
tial feature and was in any case covered already by organization. It may include formal training but,
‘speciic’). more importantly, it will incorporate a wider set of
Performance agreements emerge from the analysis learning and development activities such as self-
of role requirements and the performance review. managed learning, coaching, mentoring, project
An assessment of past performance leads to an work and e-learning. If multisource assessment
analysis of future requirements. The two processes (360-degree feedback) is practised in the organization
can take place at the same meeting. this will be used to discuss development needs.
338 Part 6 Performance and Reward
down on paper. But different people will consider ● Exceptional performance: exceeds
different aspects of performance and there will be expectations and consistently makes an
no consistency in the criteria used for assessment, so outstanding contribution that signiicantly
it is necessary to have a framework for the analysis. extends the impact and inluence of the role.
This could be provided on a ‘what’ and ‘how’ basis. ● Well-balanced performance: meets objectives
The ‘what’ is the achievement of previously agreed and requirements of the role, consistently
objectives related to the headings on a role proile. performs in a thoroughly proicient manner.
The ‘how’ is behaviour in relating to competency
● Barely effective performance: does not meet
framework headings. The results for each ‘what’ and
all objectives or role requirements of the
‘how’ heading could be recorded following a joint
role; signiicant performance improvements
analysis during a review meeting.
are needed.
One problem with this form of assessment, indeed
any form of assessment, is that we can recognize ● Unacceptable performance: fails to meet
people at either extreme (top performers and in- most objectives or requirements of the role;
adequate performers) but cannot accurately distin- shows a lack of commitment to performance
guish performance differences in the bulk of people improvement or a lack of ability, which has
lying between those extremes. What managers can been discussed prior to the performance
do is to tell an individual that he or she has done review.
exceptionally well and that they will therefore be The e-reward 2005 survey of performance manage-
included in the talent management programme, ment found that overall ratings were used by 70 per
or managers can inform another individual that he cent of respondents. The most popular number of
or she has not done very well and that they must levels was ive (43 per cent of respondents). However,
discuss what needs to be done about it. The others some organizations settled for three levels. There
can be told that they are doing a perfectly good job is no evidence that any single approach is clearly
and discussions can take place on how they can superior to another, although the greater the number
build on their strengths or on any learning activity of levels the more is being asked of managers in the
(preferably self-directed) that might help them to do shape of discriminatory judgement. It is, however,
even better. Another problem with overall assess- preferable for level deinitions to be positive rather
ments is that they can be bland, supericial and than negative and for them to provide as much
overgeneralized. This is why many schemes use guidance as possible on the choice of ratings. It is
rating. equally important to ensure that level deinitions
are compatible with the culture of the organization
and that close attention is given to ensuring that
Rating managers use them as consistently as possible.
Rating summarizes on a scale the views of the The main problem with ratings is that they are
rater on the level of performance achieved. A rating largely subjective and it is difficult to achieve
scale is supposed to assist in making judgements consistency between the ratings given by different
and it enables those judgements to be categorized managers. Because the notion of ‘performance’ is
to inform performance- or contribution-pay deci- often unclear, subjectivity can increase. Even if
sions, or simply to produce an instant summary for objectivity is achieved, to sum up the total per-
the record of how well or not so well someone is formance of a person with a single rating is a gross
doing. oversimpliication of what may be a complex set of
Rating scales can be deined alphabetically (a, b, factors inluencing that performance. To do this after
c, etc), or numerically (1, 2, 3, etc). Initials (ex for a detailed discussion of strengths and weaknesses
excellent, etc) are sometimes used in an attempt suggests that the rating will be a supericial and
to disguise the hierarchical nature of the scale. arbitrary judgement. To label people as ‘average’ or
The alphabetical or numerical points scale may be ‘below average’, or whatever equivalent terms are
described adjectivally, for example, a = excellent, used, is both demeaning and demotivating.
b = good, c = satisfactory and d = unsatisfactory. The whole performance review session may be
Alternatively, scale levels may be described verbally, dominated by the fact that it will end with a rating,
as in the following example: thus severely limiting the forward-looking and
Chapter 25 Performance Management 341
developmental focus of the meeting, which is all the individual delivers. The assessment can place
important. This is particularly the case if the rating someone anywhere in one of the four quadrants
governs performance- or contribution-pay increases. according to behavioural style and delivery. Examples
Another problem is that managers may inlate of possible actions are provided. A picture is thus
ratings to avoid confrontation with the individuals provided of the individual’s overall contribution,
concerned. Some organizations (8 per cent of the which is presented visually and as such provides a
respondents to the performance management better basis for analysis and discussion than a mech-
survey conducted by Armstrong and Baron (2004)) anistic rating.
attempted to counter this by using forced distribu-
tion, which requires conforming to a laid down
distribution of ratings between different levels, for Recording the performance
example: A = 5 per cent, B = 15 per cent, C = 60 per
cent, D = 15 per cent and E = 5 per cent. This agreement and review
achieves consistency of a sort but managers and The performance agreement and outcomes of a re-
staff rightly resent being forced into this sort of view can be recorded on a performance management
straitjacket. form. This should serve as a working document. It
An alternative to forced distribution is forced should be regularly used by managers and individu-
ranking. It is most common in the United States als as a reference document on objectives and plans
where the outcome is sometimes known as a ‘vital- when reviewing progress. It is a means of recording
ity curve’. Managers are required to place their staff agreements on performance achievements and actions
in order from best to worst. The problem with to be taken to improve performance or develop
forced ranking, as with forced distribution, is that competence and skills. It should be dog-eared from
the notion of performance may not be deined and much use – it should not be condemned to moulder
is therefore not measurable. In the case of ranking away in a ile. Examples of forms are given in
it is therefore unclear what the resulting order of Figures 25.3a and 25.3b.
employees truly represents.
Some organizations, mainly in the United States,
have gone as far as adopting the practice of an- Web-enabled performance
nually terminating the employment of 5 to 10 per
cent of the consistently lowest performers. This is management
referred to colloquially as ‘rank and hank’. It is Web-enabled or online performance management
claimed that this practice ‘raises the bar’, ie it is said makes it easier for managers and employees to
that it improves the overall level of performance in record role proiles and performance agreements,
the business. There is no evidence that this is the monitor progress against the plans, access perform-
case. ance documents, and gather multisource (360-degree
appraisal) comments. All this data can be used to
assist in performance reviews and record further
Visual assessment agreements emerging from the reviews. The aim is
Visual assessment is an alternative to rating. This to reduce paperwork and simplify the process.
takes the form of an agreement between the man-
ager and the individual on where the latter should
be placed on a matrix or grid, as illustrated in
Figure 25.2. The vertical axis of the grid in this Performance management
example assesses the behavioural style adopted by
the individual in carrying out the role, ie inputs. issues
The elements of behaviour to be assessed would be
deined in a competency framework and this would The many-faceted nature of performance was com-
be ampliied in schedules of what would be regarded mented on as follows by Cascio (2010: 334): ‘It is
as acceptable or unacceptable behaviour for each an exercise in observation and judgement, it is a
area of competency. The horizontal axis measures feedback process, it is an organizational intervention.
the level of business performance, ie outputs or what It is a measurement process as well as an intensely
342 Part 6 Performance and Reward
High
• coaching
emotional process. Above all, it is an inexact, human Throughout our work lives, most of us have
process.’ struggled with performance appraisal. No matter
As a human process, performance management how many times we redesign it, retrain the
can promise more than it achieves. Some years ago supervisors, or give it a new name, it never comes
Keith Grint (1993: 62), referring to performance out right. Again and again, we see supervisors
appraisal, asserted, famously, that: ‘Rarely in the procrastinate or just go through the motions, with
history of business can such a system have promised little taken to heart. And the supervisors who do
so much and delivered so little.’ More recently, Shields take it to heart and give it their best mostly meet
(2007: 6) argued that: ‘Ill-chosen, badly designed disappointment.
or poorly implemented performance management Performance management can be modelled con-
schemes can communicate entirely the wrong mes- vincingly as a system (see above) but the acts or
sages as to what the organization expects from its failures to act of fallible human beings prejudice
employees.’ Coens and Jenkins (2002: 1) delivered the effectiveness of the system in practice. Duncan
the following judgement: Brown (2010) commented that:
Chapter 25 Performance Management 343
Name: Forename(s):
PERFORMANCE AGREEMENT
PERFORMANCE REVIEW
Objectives Achievements
Comments by reviewer:
Signed: Date:
Signed: Date:
Chapter 25 Performance Management 345
The problems [of performance management] are... 1 Line managers do not have the skills required
not of ambition or intent, but rather practice and – 88 per cent.
delivery. Low rates of coverage and even more 2 Line managers do not discriminate suficiently
frequently low quality conversations and non-
when assessing performance – 84 per cent.
existent follow-up are commonplace, in the wake
of uncommitted directors, incompetent line 3 Line managers are not committed to
managers, uncomprehending employees and performance management – 75 per cent.
hectoring HR with their still complex and 4 Line managers are reluctant to conduct
bureaucratic HR processes. performance management reviews – 74 per
cent.
On the basis of research conducted in 2011 by
the Institute for Employment Studies, Brown also When asked how they coped with these problems,
observed that: ‘The main areas of concern [about respondents to the e-reward survey emphasized the
performance management] were the skills and importance of doing the following:
attitudes of reviewing managers, the consistency and
● Involve line managers in the development
quality of approach across large organizations,
and introduction of performance
the complexity of the paperwork and the value of
management.
outputs... Performance management, it appears,
isn’t working’ (2011: 16). ● Train and coach line managers – existing
A survey by WorldatWork and Sibson (2010) managers and, importantly, potential and
established that the top three performance manage- newly appointed managers.
ment challenges reported by respondents were: ● Get top management to stress the
1) managers lack courage to have dificult perform- importance they attach to performance
ance discussions (63 per cent); 2) performance management – by example as well as
management is viewed as an ‘HR process’ instead exhortation.
of as a ‘business critical process’ (47 per cent); and ● Keep it simple – do not impose
3) that they experienced poor goal setting (36 per a bureaucratic system.
cent).
● Emphasize whenever possible that
However well-designed a performance manage-
performance management is a normal
ment system is, its effectiveness mainly depends on
process of management and that one of the
the commitment and skills of line managers. Postuma
criteria for assessing the performance of
and Campion (2008: 47) remarked that:
managers is how well they do it.
One of the most dreaded tasks managers face ● Do whatever can be done to persuade line
is meeting with employees to discuss their job managers that formal performance reviews
performance. These meetings present a dilemma need not be stressful occasions if they are
for managers. On one hand, managers need to conducted properly, but that they can in fact
give constructive criticism so that employees can provide ‘quality time’ for the two parties to
improve their performance. On the other hand, engage in a dialogue about performance and
managers do not like to give negative feedback
development opportunities (eliminating
because of the bad feelings that often result. It is
formal ratings helps).
not surprising, then, that managers avoid giving
accurate evaluations, give overly generous
evaluations or avoid the process altogether.
high performance is a way of life. More speciically, correlations in the shape of a demonstration that X
effective performance management ensures that is associated with Y; it is much more dificult and
individual goals are aligned with organizational sometimes impossible to prove that X causes Y.
goals, so that key performance indicators for em-
ployees are linked to those of the organization, and
the contribution people can make to organizational Evidence from research
performance is therefore deined.
A description of what performance management Research projects and other analytical studies that
should contribute was deined by Jones et al (1995) deal with the impact of performance management
as follows: on overall irm performance, or as aspects of indi-
vidual performance, are summarized below.
● communicate a shared vision throughout
the organization to help to establish and
support appropriate leadership and
Latham and Locke
management styles; As reported by Latham and Locke (1979) ield
research in a logging company involving 292 super-
● deine individual requirements and
visors established that those who set speciic pro-
expectation of all employees in terms of the
duction goals achieved the highest productivity.
inputs and outputs expected from them thus
A further study of 892 supervisors produced the
reducing confusion and ambiguity;
same result.
● provide a framework and environment for Another study in a logging company involved
teams to develop and succeed; setting a dificult but attainable target for loading
● provide the climate and systems which trucks. Loggers were told that they would receive
support reward and communicate how no reward for achieving the target but that no one
people and the organization can achieve would be criticized for failing to do so. After the
improved performance; third month performance exceeded 90 per cent of
● help people manage ambiguity. the trucks’ capacity compared with 58–63 per cent
previously. This level has been sustained for the
It is assumed that managers and their team members seven years to date.
working together on a continuing basis throughout An analysis of 10 ield studies conducted by
the year to use performance management processes various researchers for a range of jobs showed
such as goal setting, feedback, performance analysis that the percentage change in performance after
and coaching will create a situation in which con- goal setting ranged from 11 per cent to 27 per cent
tinuous improvement in results will be guaranteed. (median 16 per cent).
This could be regarded as an unrealistic aspiration
– an optimistic belief – but it is the one that under-
pins the concept of performance management. The
McDonald and Smith
holy grail of performance management is to provide Research was conducted by McDonald and Smith
evidence that this belief is justiied. But it isn’t easy (1991) covering 437 publicly quoted US companies.
– for the reasons given below. The indings were that the 205 respondents with
performance management as opposed to the others
without had:
Establishing the impact ● higher proits, better cash lows, stronger stock
Establishing the impact between human resource market performance and higher stock value;
management (HRM) practices – including per- ● signiicant gains over three years in inancial
formance management – and irm performance is performance and productivity;
problematic. This is because causality – determining ● higher sales growth per employee;
the link between independent and dependent vari-
● lower real growth in number of employees.
ables (cause and effect) – is a major issue in research,
especially in the HRM ield. Correlation does not The researchers commented that: ‘In the successful
imply causation. It may be relatively easy to establish companies the difference in managing employee
Chapter 25 Performance Management 347
performance seems to be that it is regarded as a main- surveyed by Armstrong and Baron in 1998. The key
stream business issue, not an isolated “personnel criteria used for determining the effectiveness of
problem”.’ performance management were the achievement of
This is a classic case of reversed causality. inancial targets, development of skills, development
Performance management systems may have gen- of competence, improved customer care and im-
erated successful companies but it is just as likely proved quality. Against these criteria, over 90 per
that the successful companies were the ones with the cent of respondents rated performance management
inclination and money to introduce sophisticated as being moderately or highly effective. The personnel
practices such as performance management. managers, who in the main responded to the survey,
believed that others, and more particularly senior
managers, are even more positive in their evaluation.
Institute of Personnel Management Many also believe that the overall performance of
It was reported by the IPM in 1992 that their exten- their organization, judged by internal criteria such as
sive research found no evidence that improved quality, productivity and cost, and external criteria
performance in the private sector is associated with such as market share and proitability, are at least
the pursuit of formal performance management as good and are often better than that of their main
programmes. Poor inancial performers were as competitors.
likely to introduce performance management as But there were caveats. The analysis indicated
good performers. There was no readily available that the views of respondents to the survey should
and comparable measures of performance in the all be viewed with extreme caution since they are
public sector to test this link, even through per- often based on a very limited form of formal evalu-
formance management is more likely to be adopted ation, or on an absence of any formal evaluation.
in the public sector. This raises serious questions about the basis for
However, one positive theme that was traced the generally positive assessment of performance
throughout the research was the extent to which management.
performance management raised awareness of the Further, more detailed statistical analysis of the
pressures on the organization to perform. replies to the questionnaire failed to demonstrate
consistent evidence of any link between the practice
Rodgers and Hunter of performance management and outcomes such
as the achievement of inancial targets, achievement
A meta-analysis by Rodgers and Hunter (1991) of
of quality and customer service goals and employee
70 studies in goal setting, participation in decision-
development goals. The conclusion reached was that
making and objective feedback (as included in typical
this survey has produced no convincing evidence
management-by-objectives programmes) found that
that performance management has an impact on
69 of them showed productivity gains and only two
overall organizational performance.
showed productivity losses. This led to the conclu-
sion that management by objectives programmes
when properly implemented and when supported by Gallup
top management had an almost universal positive As reported by Risher (2005) Gallup has analysed
effect on productivity. its Q 12 survey and found that employers with a
formal performance review process have more en-
gaged employees – 33 per cent versus 21 per cent –
Bernadin, Hagan and Kane and fewer disengaged employees – 12 per cent versus
Bernardin et al (1995) found improvement in sub- 29 per cent.
ordinate and peer ratings following 360-degree
feedback, but no changes in customer ratings or
sales volume.
Sibson and WorldatWork
As reported by Kochanski (2007) a survey by Sibson
and WorldatWork found that high performing irms
Guest and Conway have strong leadership support for performance
An analysis by Guest and Conway (1998) covered the management. An analysis of total return to share-
388 organizations with performance management holders over a three-year period (2003–05) revealed
348 Part 6 Performance and Reward
that 64 per cent of the top performing companies Performance management is, of course, also
had performance management systems that were associated with pay by generating the information
rated as effective, compared to only 36 per cent of required to decide on pay increases or bonuses
the bottom performing companies. The companies related to performance, competency or contribution.
that excelled at performance management: 1) used In some organizations this is its main purpose, but
their systems as the primary way to manage indi- performance management is, or should be, much
vidual performance throughout the company; 2) have more about developing people and rewarding them
strong leadership support; and 3) have more line in the broadest sense.
champions.
have access to the information. Even if the data are not interested, or they don’t have the skills, or
only goes to the individual it can be discussed in a both. It is important to get buy-in from top manage-
performance review meeting so that joint plans can ment so that their leadership can encourage line
be made, and there is much to be said for adopting managers to play their part. Line managers should
this approach. be involved in planning the scheme and its imple-
The disadvantages can all be minimized if not mentation. They have to be convinced that the
avoided completely by careful design, communica- time they spend will pay off in terms of improved
tion, training and follow-up. But it is still possible performance. To encourage buy-in, the process has
to argue, as did Grint (1995: 68–69), that 360-degree to be simple (not too much paper). The demanding
feedback ‘merely replaces single-assessor subjectivity skills of concluding performance agreements, setting
with multi-assessor subjectivity’. objectives, assessing performance, giving feedback
and coaching need to be developed by formal
training, supplemented by coaching and the use of
mentors.
Introducing performance Excellent practical advice on introducing perform-
management ance management or making substantial changes to
an existing scheme was given by the respondents to
The programme for introducing performance man- the e-Reward 2005 survey. Comments in the form of
agement should take into account that one of the dos and don’ts are set out in Figure 25.4 in the order
main reasons why it fails is that either line managers of frequency with which they were mentioned.
Do Don’t
• consult/involve; • just make it a form‐filling, paper‐intensive
• provide training; exercise;
• communicate (process and benefits); • make it too complicated;
• get buy-in from senior management; • rush in a new system;
• align and ensure relevance to • underestimate the time it takes to
organizational/business/stakeholder needs; introduce;
• keep it simple; • keep changing the system;
• get ownership from line managers; • assume managers have the skills
required;
• ensure clear purpose and processes;
• link to pay;
• monitor and evaluate;
• blindly follow others;
• align to culture;
• neglect communication, consultation and
• plan and prepare carefully;
training;
• align with other HR processes;
• assume that everyone wants it.
• run a pilot scheme;
• clarify link to reward;
• treat as a business process;
• be realistic about the scale and pace of
change;
• define performance expectations.
350 Part 6 Performance and Reward
Requirements for success To which could be added two further points. First, the
comment made by Lawler and McDermott (2003:
Research by Haines and St-Onge (2012) established 55) that:
that performance management is more likely to be
Managers at all levels in a hierarchy can play
successful when:
an important role in the operation of the
● there is more performance management performance management system. If the
training for managers covering performance management system is going to be
performance coaching and constructive tied into the business strategy, it is critical that
feedback; senior management take a role and make the tie
between business strategy and the performance
● employee recognition is emphasized;
management system. The behaviour of
● the corporate culture values engagement; management is also an indication of how
● performance management is strategically important the performance management
integrated with human resource system is and as a result is likely to have
management and the business plans of the a strong inluence on how the system is
organization; actually executed.
● human capital is valued; Secondly, performance management systems are
● there is a positive employee relations more likely to be successful when the culture of the
climate. organization is performance-oriented.
Case studIes
Following this they agree performance objectives for the want to move upwards or into a different role, or perhaps
coming year, along with any support in the form of training to change location.
and development that can be offered. Objectives are docu-
mented in a ‘target agreement form’, information on levels Performance measurement/scoring
of attainment captured on the ‘performance evaluation
tool’, while training and support needs are recorded in the At the end of the year in the subsequent annual meeting
‘performance development plan’. In addition, as mentioned, the process begins again, while at the same time, ratings
further support tools used include competency models, for the last 12 months are given based on performance
development guides, technical competencies and career against objectives and the individual’s competencies. To
ladders. aid in the evaluation process, the ‘performance evaluation
Unlike performance objectives, development objectives tool’ is used, which includes a competency and development
are primarily the individual’s responsibility to identify, with needs assessment. Using this, progress against last year’s
support provided by managers via the supply of appropriate performance evaluation is discussed, particularly drawing
resources and by contributing objectivity in discussions on on successes during the year. Individual achievement is
staff potential. In some circumstances, DHL guidance says based on a combination of two ratings. First, there is a
that it may be appropriate to develop a full performance measure of achievement against personal objectives –
development action plan, while in others this may not be also known as personal targets or individual key objectives
necessary. In either case, though, the tools mentioned (IKOs). This concentrates on what is achieved, as distinct
above are available to assist. DHL says it is committed to from a second rating that examines how things are
personal development planning because it supports the achieved, drawing on competencies. While there is no par-
growth of individuals across the organization, stating that ticular formula, both ratings are taken into account when
‘growing its people develops talent to meet the organ- making decisions on pay, bonuses and career progression.
ization’s future management and leadership requirements’. Under the first measure, target achievement level is linked
Further, it is a ‘motivator for the individual and allows to IKOs and scores are on a scale of 0 to 133.33 per cent.
development priorities to be clearly identified, creating On-target performance gives a score of 100 per cent.
opportunities to fully achieve their potential’. Competency ratings are on a scale of 1 to 5 where 5 is
exceptional and 1 unsatisfactory, as follows:
light of them, considers, among other things, succession issues can therefore be addressed and recruitment can
and career planning. By using the overall results, senior be directed appropriately. Moreover, it also helps when
managers can determine where there are skills gaps or employees leave the organization, making it simple to deter-
other deficiencies. In addition, it enables them to take a mine the corresponding skills and behaviours that go from
closer look at individual employees to consider whether the organization with that individual. To aid with this task,
they might be more suited to be employed elsewhere in the managers are also able to draw on an additional rating for
organization. Similarly, managers can examine strengths certain senior staff, termed ‘potential for job’. This gauges
and weaknesses, which might flag up a shortage of certain potential for the future and helps by feeding into future
abilities, such as commercial acumen, for example. Such decisions on promotion and succession planning.
Questions
1 What are the primary elements of performance 3 What are the key issues in performance
management? management?
2 What are the key processes in the performance 4 What is 360-degree feedback?
management cycle?
References
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356
26
Reward management –
strategy and systems
K e y Co n C e P t s a n d t e r m s
Guiding principles Reward strategy
Reward mix Strategic reward
Reward philosophy Total rewards
Reward segmentation
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also understand:
● The nature of reward strategy
● Reward philosophies
● Formulating and implementing reward strategy
● The nature of a reward system
Examples
1 Meet business need and be affordable: – Reward reflects the continuing value and the
sustained contribution of an employee and their
– Business, operational and workforce needs are performance in a given position.
the drivers for a reward strategy.
– Value and performance rewarded reflect how
– Business cases outline benefits, risks and costs jobholders contribute to their organization,
and justify investment. impact delivery and meet Professional
– Reward arguments need to be sustainable. Government (PSG) requirements.
– Recognize and reflect workforce groups – Reward includes all aspects of the ‘employee
identified by function and skills utilized (eg deal’; tangible and intangible elements of what
operational, corporate or policy decisions). is offered.
– Organizations employing similar workforce – Total reward is tailored and promoted to attract,
groups in similar markets are encouraged to engage and retain the right talent as well as
consider similar reward arrangements. providing personal choice and flexibility.
Chapter 26 Reward Management – Strategy and Systems 359
The content of reward strategy and the types and levels of contribution they
make).
As Armstrong and Murlis (2007: 33) stated: Reward strategy may be a broad-brush affair,
‘Reward strategy will be characterized by diversity simply indicating the general direction in which it
and conditioned both by the legacy of the past and is thought that reward management should go.
the realities of the future.’ All reward strategies are Additionally or alternatively, reward strategy may set
different, just as all organizations are different. out a list of speciic intentions dealing with particular
Of course, similar aspects of reward will be covered aspects of reward management, for example:
in the strategies of different organizations but
they will be treated differently in accordance with ● the development of a ‘total reward’ system;
variations between organizations in their contexts, ● the introduction of performance pay;
business strategies and cultures. But the reality of ● replacement of an existing contingent pay
reward strategy is that it is not such a clear-cut scheme;
process as some believe. It evolves, it changes and it ● the introduction of a new grade and pay
has sometimes to be reactive rather than proactive. structure;
Reward strategy often has to be a balancing act
because of potentially conlicting goals. For example, ● the replacement of a decayed job evaluation
it may be necessary to reconcile the competing scheme;
claims of being externally competitive and internally ● the introduction of a formal recognition
equitable – paying a specialist more money to relect scheme;
market rate pressures may disrupt internal relativities. ● the development of a lexible beneits
Or the belief that a universally applicable reward system;
system is required may conlict with the perceived
● the conduct of equal pay reviews with the
need to adopt a policy of segmentation (varying the
objective of ensuring that work of equal
reward package for different jobs, occupations or
value is paid equally.
people to relect particular knowledge and skills
The Children’s Society: Develop flexible and fair reward Tesco: Reward staff for their contribution in a way
systems that will support our mission and corporate that enables them to benefit directly from the
objectives by recognizing contribution, success they help to create.
Chapter 26 Reward Management – Strategy and Systems 361
lever for organizational transformation’ that As a result of the gap between intended policy
appears so seductive in the writing of American and achieved practice, between the espoused and
commentators. the realized, pay within a number of the case
companies does not fulil the strategic objectives
Trevor (2011) posed the question: to what extent of motivating managerial, professional and
can pay be strategic? He claimed that rationalism technical employees to work harder. It does not
is limited and pointed out that pay systems tend engender commitment or loyalty as outcomes,
to be selected for their legitimacy (best practice as nor does it equip management with the
advocated by institutions such as the CIPD and by behavioural ‘lever’ promised by standard theory.
management consultants) rather than for purely Despite the best efforts of leading companies, and
economic reasons. He observed (ibid: 35) that: the rhetoric of their espoused pay practice, pay
‘What is desired (approach), and what is intended practice is operationally non-strategic. (ibid: 201)
(design), may not be relected in what is achieved
(operation).’ His research into the pay policies and However, it cannot be denied that to have a sense of
practice of seven large consumer goods companies purpose and direction is a good thing and, with all its
led to the following conclusions: limitations, this justiies a strategic approach to reward.
C a s e s t u d I e s : r e wa r d s t r at e gy
Reward strategy at BT
Reward strategy at BT (British Telecom) is a fairly broad- and to encourage and reward achievement where
brush affair simply indicating the general direction in which actions and behaviours are consistent with the BT
it is thought that reward management for the 90,000 staff at values.
BT should go, with an emphasis on adopting a more holistic,
total reward approach. It is summarized as follows: Guiding principles
Use the full range of rewards (salary, bonus, benefits BT’s reward strategy is underpinned by a set of guiding
and recognition) to recruit and retain the best people, principles defining the approach that the organization takes
Chapter 26 Reward Management – Strategy and Systems 363
to dealing with reward. These guiding principles are the basis Broadly speaking, the three principal elements driving
for reward policies and provide guidelines for the actions individual reward are:
contained in the reward strategy. They express the reward
1 The individual’s performance and contribution in
philosophy of the organization – its values and beliefs about
the role – what does it mean to have high individual
how people should be rewarded. The six guiding principles
performance?
governing the design of the reward system at BT are as
follows: 2 The competitiveness of the individual’s existing
salary, together with the actual (and anticipated)
1 business linkage;
salary movement in relevant local markets –
2 clarity and transparency; how does salary align to the external market?
F I g u r e 2 6 .1 A reward system
Business strategy
Reward strategy
Non-financial
Financial rewards Total rewards
rewards
Performance
Pay determination Recognition
management
Base pay
Job design
management
Opportunity to
Contingent pay
develop
Employee benefits
Work environment
and pensions
Performance
in supporting non-inancial rewards and may be recognize the individual’s contribution. They also
used to inform performance or contribution pay include employee beneits and pensions and inan-
decisions. All these components combine to inluence cial recognition schemes. The management of job
levels of performance. and person-based pay involves:
● Pay determination – making decisions on the
value of jobs by means of market pricing and
Financial rewards job evaluation.
Financial rewards consist of job-based pay, which ● Base pay management – developing and
provides pay related to the value of the job, and operating pay structures that group jobs into
person-based pay, which provides rewards that grades, bands or levels in accordance with
Chapter 26 Reward Management – Strategy and Systems 365
internal and external relativities and usually Non-inancial rewards can be extrinsic, such as
provide for pay progression. praise or recognition, or intrinsic, associated with
● Contingent pay – planning and managing job challenge and interest and feelings that the work
schemes that provide for pay progression is worthwhile.
related to performance, contribution,
competence, skill or length of service.
Total rewards
Labour economists distinguish between the incentive
effect of inancial rewards (generating more engage- Total rewards are the combination of inancial and
ment and effort) and the sorting effect (attracting non-inancial rewards made available to employees.
better quality employees). The fundamental issue The various aspects of reward, namely base pay,
is the extent to which inancial rewards provide an contingent pay, employee beneits and non-inancial
incentive effect. The sorting effect is important but rewards, which include intrinsic rewards from the
creates less controversy, perhaps because it is more work itself, are linked together and treated as an
dificult to pin down. integrated and coherent whole.
The case for and against inancial rewards as The concept of total rewards describes an ap-
incentives, and a description of the contingent pay proach to reward management that emphasizes the
schemes that provide such awards, are set out in the need to consider all aspects of the work experience
next chapter. of value to employees, not just a few such as pay
and employee beneits. It aims to blend the inancial
and non-inancial elements of reward into a cohe-
Non-inancial rewards sive whole. A total rewards approach, as shown in
Figure 26.2, recognizes that it is necessary to get
Non-inancial rewards focus on the needs people inancial rewards (pay and beneits) right. But it also
have to varying degrees for recognition, achievement, appreciates the importance of providing people
personal growth and acceptable working conditions. with rewarding experiences that arise from their
They include the non-inancial recognition of achieve- work environment (the job they do and how they
ments, the design of fulilling jobs, giving people the are managed) and the opportunity to develop their
scope to develop their skills and careers and offering skills and careers. It contributes to the production
a work environment that provides a high quality of an employee value proposition that provides a
of working life and an appropriate relationship clear, compelling reason why talented people should
between work and private life (work–life balance). work for a company.
Base pay
Transactional Total
Contingent pay
rewards remuneration
Employee benefits
Total rewards
The work itself (job design)
Pay Benefits
• base pay • pensions
• contingent pay • holidays
• cash bonuses • health care
• long-term incentives • other perks
• shares • flexibility
• profit sharing
Individual Communal
Learning and development Work environment
• training • organizational culture
• on-the-job learning • leadership
• performance • communications
management • involvement
• career development • work–life balance
• succession planning • non-financial recognition
Relational
(intangible)
The Towers Perrin model shown in Figure 26.3 is transactional rewards. The model also makes a use-
frequently used as the basis for planning a total ful distinction between individual and communal
rewards approach. It consists of a matrix with four rewards, particularly, in the latter case, those provided
quadrants. The upper two quadrants – pay and bene- by the work environment.
its – represent transactional or tangible rewards.
These are inancial in nature and are essential to
recruit and retain staff but can be easily copied by Performance management
competitors. By contrast, the relational or intangible
non-inancial rewards represented in the lower The role of performance management in a reward
two quadrants cannot be imitated so readily and system is to contribute to improving performance
therefore create both human capital and human by providing a means of recognition, inluencing
process advantage. They are essential to enhancing job design when reviewing role responsibilities,
the value of the upper two quadrants. The real power setting up personal development plans and, when
comes when organizations combine relational and appropriate, informing contingent pay decisions.
Chapter 26 Reward Management – Strategy and Systems 367
Questions
1 What is strategic reward? 7 What are the principal areas covered by
2 What is the main characteristic of strategic reward? a reward strategy?
3 What are the limitations to the concept of 8 What is reward philosophy?
strategic reward? 9 What is the typical approach to formulating
4 What is reward strategy? reward strategy?
5 What are the main objectives of reward strategy? 10 What are the main problems organizations
6 What are the main arguments in favour of meet in implementing reward strategy and
having a reward strategy? how can they be overcome?
368 Part 6 Performance and Reward
References
Armstrong, M and Brown, D (2006) Strategic Schuster, J R and Zingheim, P K (1992) The New Pay,
Reward: Making it happen, London, New York, Lexington Books
Kogan Page Thompson, M (1998) Trust and reward, in (eds)
Armstrong, M and Murlis, H (2007) Reward S Perkins and St J Sandringham, Trust, Motivation
Management, revised 5th edn, London, and Commitment: A reader, Faringdon, Strategic
Kogan Page Remuneration Research Centre
Lawler, E E (1990) Strategic Pay, San Francisco, CA, Trevor, J (2011) Can Pay be Strategic?, Basingstoke,
Jossey-Bass Palgrave Macmillan
369
27
The practice of
reward management
K e y Co n C e P t s a n d t e r m s
Analytical job matching Grade Pay progression
Anchor point Grade drift Pay range
Base pay Incentive efect Pay spine
Base pay management Job evaluation Pay stance
Broad-banded pay structure Job family pay structure Payment-by-results
Broad-graded pay structure Job matching Performance-related pay
Career family pay structure Job size Person-based pay
Compa-ratio Job worth Point-factor job evaluation
Competency-related pay Job-based pay Reference point
Contingent pay Line of sight Remuneration
Contribution-related pay Lower quartile Reward management
Distributive justice Market pricing Reward system
Evidence-based management Market rate Skill-based pay
Evidence-based reward Median Sorting efect
management Merit pay Spot rate
Extreme market pricing Mid-point management Target rate
Factor plan Narrow-graded pay structure Time-based pay
Financial rewards Non-inancial rewards Upper quartile
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should also understand:
● The meaning and aims of ● Market pricing ● Employee beneits
reward management ● Base pay management ● The evaluation of reward
● Pay determination ● Contingent pay systems
● Job evaluation ● Recognition schemes ● The administration of reward
370 Part 6 Performance and Reward
relativities are established by job evaluation. But by job titles to detailed matched analysis collected
there is a tension between external competitiveness through bespoke surveys focused on real market
and internal equity. Some adopt the slogan, ‘the equivalence. Extreme market pricing can provide
market rules ok’ – internal equity considerations guidance on internal relativities. But it can lead to
are secondary. But if this policy is pursued too pay discrimination against women, where the
vigorously there is a risk of alienating existing em- market has traditionally been discriminatory, and
ployees and contravening the provisions of equal it does not satisfy UK equal pay legislation.
pay legislation. This risk should be assessed.
employers who exchange pay information) A toolkit for designing an analytical job evalu-
and advertisements. Published surveys are ation scheme is provided in Chapter 71. The main
likely to provide the most convenient source analytical schemes, as described below, are point-
of robust information. Special surveys and factor rating and analytical matching.
pay clubs can produce useful data but they
are time-consuming. More than one source
should be used if possible. Advertisements
Point-factor rating
are useless. Point-factor schemes are the most common forms of
analytical job evaluation. They were used by 70 per
● Collect, analyse and interpret the information.
cent of the respondents with job evaluation schemes
The pay data for jobs may be presented in
in the e-reward 2003 job evaluation survey.
the form of a range of pay from lowest to
The basic methodology is to break down jobs
highest, the median rate (the midpoint in
into factors. These are the elements in a job such
a distribution of rates of pay) and the upper
as the level of responsibility, knowledge and skill
and lower quartiles (the values which,
or decision-making that represent the demands
respectively, are exceeded by a quarter of the
made by the job on job holders. For job evaluation
values in the distribution or below which a
purposes it is assumed that each of the factors
quarter of the values in a distribution occur).
will contribute to the value of the job and is an
Interpreting the data may mean producing
aspect of all the jobs to be evaluated, but to differ-
a derived market rate from the different
ent degrees.
sources.
Each factor is divided into a hierarchy of levels,
● Apply the information in line with a policy typically five or six. Definitions of these levels
decision on market stance – the pay levels are produced to provide guidance on deciding the
required to be competitive and affordable. degree to which the factor applies in the job to be
evaluated. A maximum points score is allocated to
each factor. The scores available may vary between
Job evaluation different factors in accordance with beliefs about
Job evaluation is a systematic and formal process their relative signiicance. This is termed ‘explicit
for deining the relative worth or size of jobs within weighting’. If the number of levels varies between
an organization in order to establish internal rela- factors, this means that they are implicitly weighted
tivities. It is carried out through either an analytical because the range of scores available will be greater
or a non-analytical scheme. in the factors with more levels.
The total score for a factor is divided between
the levels to produce the numerical factor scale. The
complete scheme consists of the factor and level
Analytical job evaluation schemes deinitions and the scoring system (the total score
Analytical job evaluation is based on a process of available for each factor and distributed to the
breaking down whole jobs into a number of deined factor levels). This comprises the ‘factor plan’.
elements or factors and then comparing them factor Jobs are ‘scored’ (ie allocated points) under each
by factor, either with a graduated scale of points factor heading on the basis of the level of the factor
attached to a set of factors, or with grade or role in the job. This is done by comparing the features
proiles analysed under the same factor headings. of the job with regard to that factor with the factor
The advantages of an analytical approach are that: level deinitions in order to ind out which deini-
irst, evaluators have to consider each of the char- tion provides the best it. The separate factor
acteristics of the job separately before forming a scores are then added together to give a total
conclusion about its relative value; second, evaluators score, which indicates the relative value of each job
are provided with deined yardsticks or guidelines and can be used to place the jobs in rank order, or
that help to increase the objectivity and consistency allocate them into grades in a graded pay structure
of judgements. It can also provide a defence in the that have been deined in terms of job evaluation
UK against an equal pay claim. points.
Chapter 27 The Practice of Reward Management 373
Analytical job matching uses the information from market pricing and job
evaluation to design and operate grade and pay
Like point-factor job evaluation, analytical job
structures.
matching is based on the analysis of a number of
deined factors. Proiles of roles to be evaluated
that have been analysed and described in terms of
job evaluation factors are compared with grade, Grade and pay structures
band or level proiles that have been analysed and Grade and pay structures provide the framework for
described in terms of the same job evaluation fac- base pay management as a means of implementing
tors. The role proiles are then ‘matched’ with the an organization’s pay policies. They enable the or-
range of grade or level proiles to establish the best ganization to determine where jobs should be placed
it and thus grade the job. in a hierarchy, deine pay levels and the scope for
Analytical matching can be used to grade jobs or pay progression, and provide the basis upon which
place them in levels following the initial evaluation relativities can be managed, equal pay achieved
of a suficiently large sample of benchmark jobs, ie and the processes of monitoring and controlling
representative jobs that provide a valid basis for the implementation of pay practices can take place.
comparisons. This can happen in big organizations Grade and pay structures also enable organizations
when it is believed that it is not necessary to go to communicate the career and pay opportunities
through the whole process of point-factor evalu- available to employees.
ation for every job, especially where ‘generic’ roles
are concerned. It takes much less time than using
a point-factor scheme and the results can be just as Grade structures
accurate. A grade structure consists of a sequence or hierarchy
of grades, bands or levels into which groups of jobs
that are broadly comparable in size are placed.
Non-analytical job evaluation Narrow-graded structures tend to have 10 or more
Non-analytical job evaluation schemes enable whole grades, broad-graded structures have six to eight
jobs to be compared in order to place them in a grade grades, and broad-banded structures have fewer
or a rank order – they are not analysed by reference than six ‘bands’. There may be a single structure
to their elements or factors. They can operate on a deined by the number of grades or bands it con-
job-to-job basis in which a job is compared with tains; alternatively the structure may be divided
another job to decide whether it should be valued into a number of career or job families, consisting
more, less, or the same (ranking and ‘internal of groups of jobs where the essential nature and
benchmarking’ processes). Alternatively, they may purpose of the work are similar but it is carried out
function on a job-to-grade basis in which judge- at different levels.
ments are made by comparing a whole job with a
deined hierarchy of job grades (job classiication)
– this involves matching a job description to a grade
Pay structures
description. Non-analytical schemes are simple to A pay structure consists of pay ranges, brackets or
introduce and operate but provide no deined scales that are attached to each grade, band or level
standards of judgement. Differences between jobs in a grade structure. Pay structures are deined by
are not measured and they do not provide a defence the number of grades they contain and, especially in
in an equal pay case. narrow- or broad-graded structures, the span or
width of the pay ranges attached to each grade.
‘Span’ is the scope that the grade provides for pay
progression and is usually measured as the differ-
Base pay management ence between the lowest and the highest point in the
range as a percentage of the lowest point. Thus a
Base pay is the amount of pay that constitutes the range of £20,000 to £30,000 would have a span of
rate for the job or the person. Base pay management 50 per cent.
374 Part 6 Performance and Reward
Pay can progress within the grades in a narrow- ● be constructed logically and clearly so that
or broad-graded structure on the basis of merit or the basis upon which they operate can
time served in the grade. Broad-banded structures readily be communicated to employees;
in theory allow more lexibility, but they often ● enable the organization to exercise control
contain pay zones that provide an indication of the over the implementation of pay policies and
extent to which the pay of individuals in a particular budgets.
role, or cluster of roles, can vary around what is
known as an ‘anchor point’ – the rate for a fully
competent person in a role that is aligned to market
Types of grade and pay structures
rates. Another form of pay structure is a pay spine The main types of grade and pay structures and
(found mainly in the public and voluntary sectors) their advantages and disadvantages are summarized
consisting of a number of pay points that mark in Table 27.1.
progression on the basis of time served.
Some organizations, especially smaller ones, Criteria for choice
do not have a formal graded structure and rely There is always a choice of structures; the criteria
entirely on ‘spot rates’, ie the rates for jobs do not are given in Table 27.2.
deine any scope for the progression of base pay in
the form of a pay range or salary bracket, although
bonuses may be provided on top of the base rate. Pay progression
A less common method is to have ‘individual job
Pay progression takes place when base pay advances
grades’ which are, in effect, spot rates to which a
through pay ranges or brackets in a grade and pay
deined pay range of, say, 20 per cent on either side
structure, or through promotions or upgradings.
of the rate has been attached to provide scope for
The alternative is a spot rate system, which al-
pay progression.
lows for no progression and is entirely job-based.
Progression through pay brackets in a person-based
Guiding principles for grade and approach may be determined formally by means
pay structures of an individual contingent pay scheme (merit or
service-related). Informal progression takes place
Grade and pay structures should:
when there is no contingent pay scheme and increases
● be appropriate to the culture, characteristics are not based on a systematic process.
and needs of the organization and its A decision has to be made on whether an indi-
employees; vidual contingent pay scheme should be used. The
● facilitate the management of relativities alternatives are to use spot rates or some form of
and the achievement of equity, fairness, bonus scheme based on team or organizational
consistency and transparency in managing performance (the latter can be offered in addition to
gradings and pay; individual or team pay).
● enable jobs to be graded appropriately and
not be subject to grade drift (unjustiied
upgradings); Contingent pay
● be lexible enough to adapt to pressures
arising from market rate changes and skill Contingent pay provides inancial rewards that are
shortages; related to a factor such as performance or service. It
can take the form of consolidated increases to base
● facilitate operational lexibility and
pay and so provide for pay progression. It can also
continuous development;
take the form of cash non-consolidated bonuses.
● provide scope as required for pay Where consolidated increases for individuals are
progression; related to performance, competence, contribution
● clarify reward, lateral development and or skill it is known as merit pay. If these are solely
career opportunities; related to performance it is known as performance-
Chapter 27 The Practice of Reward Management 375
Narrow-graded ● A sequence of job grades ● Clearly indicate pay ● Create hierarchical rigidity
– 10 or more relativities ● Prone to grade drift
● Narrow pay ranges, eg ● Facilitate control ● Inappropriate in a
20–40% ● Easy to understand delayered organization
● Progression usually linked to
performance
Broad-graded ● A sequence of between As for narrow-graded ● Too much scope for pay
six and nine grades structures but in addition: progression
● Fairly broad pay ranges, ● the broader grades can ● Control mechanisms can
eg 40–50% be defined more clearly be provided but they can
● Progression linked to ● better control can be be difficult to manage
contribution and may be exercised over grade ● May be costly
controlled by thresholds or drift
zones
Career family ● Career families identified ● Clarify career paths ● Could be difficult to
and defined within and between manage
● Career paths defined for families ● May appear to be divisive
each family in terms of key ● Facilitate the if ‘silos’ emerge
activities and competence achievement of equity
requirements between families and
● Same grade and pay structure therefore equal pay
for each family ● Facilitate level definitions
Job family ● Separate grade and pay ● Facilitate pay ● Can appear to be divisive
structures for job families differentiation between ● May inhibit lateral career
containing similar jobs market groups development
● Progression linked to ● Define career paths ● May be difficult to
competence and/or against clear criteria maintain internal equity
contribution between job families
unless underpinned by
job evaluation
Career family ● there are distinct families, and different career paths within and
between families can be identified and defined;
● there is a strong emphasis on career development in the
organization;
● robust methods of defining competencies exist.
Job family ● there are distinct market groups that need to be rewarded differently;
● the range of responsibility and the basis upon which levels exist vary
between families;
● it is believed that career paths need to be defined in terms of
competence requirements.
related pay (the most common form). When pay- the intrinsic motivation that results in optimal
ments are related to service it is known as service- performance. The more a manager stresses what an
related pay. Bonuses can be based on individual, employee can earn for good work, the less interested
team or organizational performance. Wage earners that employee will be in the work itself.’ His summary
may receive unconsolidated cash payments in addi- was that ‘bribes in the workplace simply can’t work’
tion to their base pay through an incentive scheme. (ibid: 63). Jeffrey Pfeffer (1998: 114) concluded in
The CIPD 2013 reward survey found that the most his equally inluential Harvard Business Review
common split between total spend on ixed pay and article, ‘Six dangerous myths about pay’, that: ‘Most
contingent pay were 90 per cent ixed to 10 per cent merit-pay systems share two attributes: they absorb
variable; 71 per cent of the respondents related pay vast amounts of management time and make every-
to individual performance. body unhappy.’
There is a strong body of opinion, at least in
academic circles, that inancial rewards are bad –
Merit pay because they don’t work and indeed are harmful,
while non-inancial rewards are good, at least when
Decisions on the use of merit or performance-related
they provide intrinsic motivation, ie motivation by
pay should be based on a critical evaluation of the
the work itself.
arguments for and against it and an understanding
The detailed arguments against merit pay are that:
of the criteria for success.
● the extent to which merit pay schemes
motivate is questionable – the amounts
Arguments for merit pay
available for distribution are usually so
The most powerful argument in favour of merit pay small that they cannot act as an incentive
is that those who contribute more should be paid (the IRS 2012 review of pay trends showed
more. It can be claimed that it is right and proper to that average merit pay increases were worth
recognize achievement with a inancial and there- only 2.9 per cent);
fore tangible reward. This is in accordance with the
● the requirements for success are exacting
principle of distributive justice, which while it states
and dificult to achieve;
that rewards should be provided equitably does not
require them to be equal, except when the value of ● money by itself will not result in sustained
contribution is equal. Financial rewards can also be motivation: intrinsic motivation provided by
used to highlight key performance areas, to indicate the work itself goes deeper and lasts longer;
the behaviours that are valued and generally to em- ● people react in widely different ways to any
phasize the importance of high performance. form of motivation – it cannot be assumed
There is plenty of research evidence that inancial that money will motivate everyone equally
rewards can improve performance. For example, yet that is the premise on which merit pay
in the UK this was established by Booth and Frank schemes are based;
(1999), Marsden (2004), Prentice et al (2007) and ● inancial rewards may possibly motivate
Thompson (1998). In the United States, Gupta those who receive them but they can
and Shaw (1998), Jenkins et al (1998), Lazear (1999) demotivate those who don’t, and the
and Prendergast (1999), amongst others, all found numbers who are demotivated could be
positive relationships between inancial incentives much higher than those who are motivated;
and performance.
● merit pay schemes can create more
dissatisfaction than satisfaction if they are
Arguments against merit pay perceived to be unfair, inadequate or badly
A vociferous chorus of disapproval has been heard managed, which can easily be the case;
on the incentive effect of the inancial rewards pro- ● employees can be suspicious of schemes
vided by merit pay. One of the best known and most because they fear that performance bars
inluential voices was that of Alie Kohn (1993: 62) will be continuously raised; a scheme may
who stated in the Harvard Business Review that: therefore only operate successfully for a
‘Rewards, like punishment, may actually undermine limited period;
378 Part 6 Performance and Reward
Choice of merit pay schemes These arguments have convinced most businesses.
However, some are concerned about managing
If a decision is made to go ahead with merit pay, any other kind of formal contingent pay scheme, eg
it should be based on an analysis of the features, merit pay, and are content to rely on spot rates that
advantages, disadvantages and appropriateness of they can increase informally at will whenever they
the various schemes – shown in Table 27.3 – against think someone is worth more. In the public sector,
the criteria set out above. the UK government in 2013 announced its intention
Performance-related pay is the most popular to abolish automatic pay increases. There will be
scheme. It was used by 84 per cent of the respond- strong resistance from the public sector trade unions
ents to the e-reward 2009 survey who had merit to this move.
pay. It was followed by contribution-related pay
(57 per cent), competency-related pay (33 per cent)
and skill-based pay (21 per cent).
Team pay
Team pay links payments to members of a formally
Service-related pay established team to the performance of that team.
Pay progression in some organizations, especially in The rewards are shared among the members of the
the public and voluntary sectors, can be provided team in accordance with a published formula, or on
by ixed increments on a pay scale or pay spine re- an ad hoc basis in the case of exceptional achieve-
lated to time in the job (service-related pay). There ments. Rewards for individuals may also be inluenced
may sometimes be scope for varying the rate of by assessments of their contribution to team results.
progress up the scale according to performance. Team pay can enhance cooperative behaviour,
Service-related pay is supported by many public encourage lexible working and multiskilling and
sector unions because they perceive it as being fair clarify team goals. It can also persuade less effective
– everyone is treated equally. It is felt that linking performers to improve in order to meet team stand-
pay to time in the job rather than performance or ards and help to develop self-managed teams. But:
competence avoids the partial and ill-informed ● The effectiveness of team pay depends on
judgements about people that managers are prone the existence of well-deined and mature
to make. Some people believe that the principle of teams and they may be dificult to identify.
rewarding people for loyalty through continued Even if they can be, do they need to be
service is a good one. Service-related pay is also easy motivated by a purely inancial reward?
to manage; in fact, it does not need to be managed
at all. ● Team pay may seem unfair to individuals
The arguments against service-related pay are who could feel that their own efforts are
that: unrewarded.
● Pressure to conform, which is accentuated
● it is inequitable in the sense that an equal by team pay, could result in the team
allocation of pay increases according to maintaining its output at lowest common
service does not recognize the fact that some denominator levels – suficient to gain what
people will be contributing more than others is thought collectively to be a reasonable
and should be rewarded accordingly; reward but no more.
● it does not encourage good performance; ● It can be dificult to develop performance
indeed, it rewards poor performance equally; measures and methods of rating team
● it is based on the assumption that performance that are seen to be fair –
performance improves with experience but team pay formulae may well be based on
this is not automatically the case; arbitrary assumptions about the correct
● it can be expensive – everyone may drift to relationship between effort and reward.
the top of the scale, especially in times of low ● There may be pressure from employees
staff turnover, but the cost of their pay is not to migrate from poorly performing teams
justiied by the added value they provide. to highly performing teams. If allowed, this
380 Part 6 Performance and Reward
Performance- Increases to basic ● May motivate ● May not motivate ● For people who are
related pay pay or bonuses are (but this is ● Relies on likely to be
related to uncertain) judgements of motivated by money
assessment of ● Links rewards to performance, which ● In organizations with
performance objectives may be subjective a performance-
● Meets the need ● Prejudicial to oriented culture
to be rewarded teamwork ● When performance
for achievement ● Focuses on outputs, can be measured
● Delivers not quality objectively
message that ● Relies on good
good performance
performance is management
important and processes
will be rewarded ● Difficult to manage
well
Contribution- Increases in pay Rewards people As for both PRP and When it is believed
related pay or bonuses are not only for what competency-related that a well-rounded
related both to they do but how pay – it may be hard to approach covering both
inputs they do it measure contribution inputs and outputs is
(competency) and it is difficult to appropriate
and outputs manage well
(performance)
Skill-based Increments related Encourages and Can be expensive On the shop floor or in
pay to the acquisition rewards the when people are paid retail organizations
of skills acquisition of skills for skills they don’t use
Chapter 27 The Practice of Reward Management 381
could cause disruption and stigmatize the by gifts or treats or by public applause. Typically,
teams from which individuals transfer; if the awards are non-inancial but some organizations
refused it could leave dissatisied employees provide cash awards. Importantly, recognition is
in the inadequate teams, making them even also given less formally when managers simply say,
worse. ‘Well done’, ‘Thank you’, or ‘Congratulations’ –
● For many organizations, the disadvantages face-to-face or in a brief note of appreciation.
outweigh the advantages. Perhaps this is
why the e-reward 2009 reward survey
found that only 11 per cent of respondents Employee beneits
had team pay.
Employee beneits consist of arrangements made
by employers for their employees that enhance the
Pay for organizational performance latter’s well-being. They are provided in addition to
Many organizations believe that their inancial pay and form important parts of the total reward
reward systems should extend beyond individual package. As part of total remuneration, they may
merit pay, which does not recognize collective effort, be deferred or contingent such as a pension scheme,
or team pay, which is dificult. They believe that insurance cover or sick pay, or they may be imme-
their system should help to enhance engagement diate such as a company car or a loan. Employee
and commitment and convince employees that they beneits also include holidays and leave arrange-
have a stake in the business as well as providing ments, which are not strictly remuneration. Beneits
them with additional pay. The response to this belief are sometimes referred to dismissively as ‘perks’
is to offer inancial rewards that are related to business (perquisites) or ‘fringe beneits’, but when they
or organizational performance (sometimes known cater for personal security or personal needs they
as ‘company-wide’ or ‘factory-wide’ schemes). could hardly be described as ‘fringe’. Flexible bene-
The three types of formal business performance it schemes give employees a choice, within limits,
schemes are: of the type or scale of beneits offered to them by
their employers.
● Proit-sharing – the payment of sums in cash
Pension provision has undergone considerable
or shares related to the proits of the business.
change recently. The traditional deined beneit
● Share schemes – employees are given the scheme, which provides a pension based on inal
opportunity to take out share options or salary, is disappearing rapidly (too costly) and is
participate in a save-as-you-earn scheme of being replaced by deined contribution schemes
a share incentive plan. where the retirement pension is whatever annual
● Gain-sharing – the payment of cash sums to payment can be purchased with the money accumu-
employees related to the inancial gains made lated in the fund for a member (cheaper). The 2103
by the company because of its improved CIPD survey found that the average employer
performance. contribution to a deined contribution scheme was
7.9 per cent of salary, while the average employee
contribution was 5.0 per cent of salary.
Employee beneits are a costly part of the remu-
Recognition schemes neration package. They can amount to one-third or
more of basic pay costs and therefore have to be
Recognition schemes as part of a total reward
planned and managed with care.
package enable appreciation to be shown to indi-
viduals for their achievements, either informally on
a day-to day basis or through formal recognition
arrangements. They can take place quietly between Evaluating reward
managers and their teamworkers or be visible cele-
brations of success. Reward evaluation uses information obtained from
A recognition scheme can be formal and organization- reward reviews and reward measurements to assess
wide, providing scope to recognize achievements the level of effectiveness achieved by existing or new
382 Part 6 Performance and Reward
Review
Implement Measure
Set reward
goals
and success
criteria
Develop Evaluate
2 Once this has been decided, you should use 5 It is your job to place evidence in context
as much data as you can and benchmark this and try to interpret what is really happening
against the market, before deciding where and why.
the company should be positioned.
Some of the reward evaluation software packages
3 Take care when interpreting data such as available, although clever, tend only to use quantita-
high staff satisfaction scores and other tive measures, so they don’t take account of some of
perception-related measures – they could the other factors that might be at work. This is
simply be relecting generous, rather than where you come in – to interpret and make sense of
effective, rewards. the grey as well as black and white areas.
4 In some cases evaluation is not necessary –
it is plain to see when certain elements of
the reward system are working or not.
384 Part 6 Performance and Reward
Individual pay reviews based on A more sophisticated approach is to use a pay matrix,
as illustrated in Figure 27.2. This indicates the per-
ratings centage increase payable for different performance
Managers propose increases on the basis of their ratings according to the position of the individual’s
performance management ratings within a given pay in the pay range (the individual ‘compa-ratio’).
pay review budget and in accordance with pay Many people argue that linking performance
review guidelines. Of the respondents to the CIPD management too explicitly to pay prejudices the
performance management survey (Armstrong and essential developmental nature of performance man-
Baron, 2004) 42 per cent used ratings to inform agement. However, realistically, it is accepted that
contingent pay decisions. decisions on performance-related or contribution-
There is a choice of methods. The simplest way is related increases have to be based on some form
to have a direct link between the rating and the pay of assessment. One solution is to ‘decouple’ per-
increase. For example: formance management and the pay review by
holding them several months apart; 45 per cent of
Rating % Increase the respondents surveyed by Armstrong and Baron
(2004) separated performance management reviews
A 6 from pay reviews (43 per cent of the respondents to
B 4 the e-reward 2005 survey separated the review).
There is still a read-across but it is not so immedi-
C 3
ate. Some try to do without formulaic approaches
D 2 (ratings and pay matrices) altogether, although it is
E 0 impossible to dissociate merit pay completely from
some form of assessment.
Effective 6% 4% 3% 0
Developing 4% 3% 0 0
Ineligible 0 0 0 0
386 Part 6 Performance and Reward
Case studIes
Questions
1 What is reward management? 14 What is a grade structure?
2 What are the main aims of reward 15 What is a pay structure?
management? 16 What are the main types of grade and pay
3 What is a reward system? structures?
4 What is base pay? 17 What are the guiding principles for grade and
5 What is contingent pay? pay structures?
6 What are inancial rewards? 18 What is contingent pay?
7 What are the main arguments in favour 19 What are the main types of contingent pay?
of inancial rewards? 20 What are the main types of individual
8 What are the main arguments against contingent pay schemes?
inancial rewards? 21 What is team pay?
9 What is a total rewards approach? 22 What are the main schemes relating rewards
10 What is market pricing? to organizational performance?
11 What is job evaluation? 23 What is evidence-based reward management?
12 What are the main types of job evaluation 24 What is a compa-ratio and how is it used?
schemes? 25 What are the steps needed to conduct an
13 What is base pay management? individual pay review?
References
Armstrong, M and Baron, A (2004) Managing Gerhart, B and Rynes, S L (2003) Compensation:
Performance: Performance management in action, Theory, evidence and strategic implications,
London, CIPD Thousand Oaks, CA, Sage
Armstrong, M, Brown, D and O’Reilly, P (2010) Ghoshal, S and Bartlett, C A (1995) Changing the
Evidence-based Reward, London, Kogan Page role of top management: beyond structure to
Armstrong, M, Brown, D and O’Reilly, P (2011) process, Harvard Business Review, January–
Increasing the effectiveness of reward: February, pp 86–96
an evidence-based approach, Employee Relations, Gupta, N and Shaw, J D (1998) Financial incentives,
33 (2), pp 106–20 Compensation & Beneits Review, March–April,
Booth, A L and Frank, J (1999) Earnings, productivity pp 26, 28–32
and performance related pay, Journal of Labor IRS Employment Review (2012) Annual Review of
Economics, 17 (3), pp 447–63 Pay Trends, September, p 1
Bowey, A and Thorpe, R (1982) The Effects of Jenkins, D G, Mitra, A, Gupta, N and Shaw, J D
Incentive Pay Systems, London, Department of (1998) Are inancial incentives related to
Employment performance? A meta-analytic review of empirical
CIPD (2013) Reward Management Annual Survey research, Journal of Applied Psychology, 3,
Report, London, CIPD pp 777–87
e-reward (2003) Survey of Job Evaluation, Stockport, Kessler, I and Purcell, J (1992) Performance-related
e-reward pay: objectives and application, Human Resource
e-reward (2005) Survey of Performance Management Management Journal, 2 (3), pp 16–33
Practice, Stockport, e-reward Kohn, A (1993) Why incentive plans cannot work,
e-reward (2009) Survey of Contingent Pay, Stockport, Harvard Business Review, September–October,
e-reward pp 54–63
390 Part 6 Performance and Reward
Lazear, E P (1999) Performance pay and productivity, the issues and evidence, London, Ofice of
American Economic Review, 90, pp 1346–61 Manpower Economics
Marsden, D (2004) The role of performance-related Rousseau, D M (2006) Is there such a thing as
pay in renegotiating the ‘effort bargain’: the case evidence-based management? Academy of
of the British public service, Industrial and Labor Management Review, 31 (2), pp 256–69
Relations Review, 57 (3), pp 350–70 Thompson, M (1992a) Pay and Performance: The
Marsden, D and Richardson, R (1994) Performing employer experience, Brighton, IMS
for pay? The effects of ‘merit pay’ on motivation Thompson, M (1992b) Pay and Performance: The
in a public service, British Journal of Industrial employee experience, Brighton, IMS
Relations, 32 (2), pp 243–61 Thompson, M (1998) HR and the bottom line, People
Pfeffer, J (1998) Six dangerous myths about pay, Management, 16 April, pp 38–41
Harvard Business Review, May–June, pp 109–19 Trevor, J (2011) Can Pay be Strategic? Basingstoke,
Prendergast, C (1999) The provision of inancial Palgrave Macmillan
incentives in irms, Journal of Economic Wright, V (1991) Performance-related pay, in (ed)
Literature, 37, pp 7–63 E Neale, The Performance Management
Prentice, G, Burgess, S and Propper, C (2007) Handbook, London, Institute of Personnel
Performance Pay in the Public Sector: A review of Management
391
28
Managing reward for
special groups
K e y Co n C e P t s a n d t e r m s
Agency theory Segmentation
Commission Share option schemes
Deferred bonus schemes Time rates
Measured day work Tournament theory
Piece work Work measurement
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● Reward policies and practices for ● Reward policies and practices for sales
directors and senior executives and customer service staff
● Reward policies and practices for ● Reward policies and practices for
knowledge workers manual workers
Introduction
different reward practices. This is called reward
Many organizations have one reward system ap- segmentation and, as described in this chapter,
plied to all categories of staff below the level of chief frequently applies to the methods used for directors
executive. However, others ind it necessary to cater and senior executives, knowledge workers, sales and
for the needs of special groups of staff by adopting customer service staff and manual workers.
392 Part 6 Performance and Reward
principles of governance and a number of speciic But it seems that these principles are frequently more
principles relating to the remuneration of directors. honoured in the breach than in the observance.
These are:
● Levels of remuneration should be suficient
to attract, retain and motivate directors of The elements of executive
the quality required to run the company remuneration
successfully, but a company should avoid
paying more than is necessary for this The main elements of executive remuneration are
purpose. A signiicant proportion of basic pay, short- and long-term bonus or incentive
executive directors’ remuneration should be schemes, share option and share ownership schemes,
structured so as to link rewards to corporate beneits and service contracts. The salary is usually
and individual performance. a one-off, negotiated rate and commonly incorpo-
rates a golden hello or pay-off deal. It should be set
● The remuneration committee should judge
through a remuneration committee that meets good
where to position their company relative to
practice guidelines.
other companies. But they should use such
comparisons with caution, in view of the risk
of an upward ratchet of remuneration levels Basic pay
with no corresponding improvement in Decisions on the base salary of directors and senior
performance. They should also be sensitive executives are usually founded on views about
to pay and employment conditions elsewhere the market worth of the individuals concerned.
in the group, especially when determining Remuneration on joining the company is commonly
annual salary increases. settled by negotiation, often subject to the approval
● The performance-related elements of of a remuneration committee. Reviews of base
remuneration should form a signiicant salaries are then undertaken by reference to market
proportion of the total remuneration movements and success as measured by company
package of executive directors and should be performance. Decisions on base salary are impor-
designed to align their interests with those of tant not only in themselves but also because the
shareholders and to give these directors keen level may inluence decisions on the pay of both
incentives to perform at the highest levels. senior and middle managers. Bonuses are expressed
● The remuneration committee should consider as a percentage of base salary, share options may be
whether the directors should be eligible for allocated as a declared multiple of basic pay and,
annual bonuses. If so, performance commonly, pension will be a generous proportion
conditions should be relevant, stretching and of inal salary.
designed to enhance shareholder value.
Upper limits should be set and disclosed. Bonus schemes
There may be a case for part payment in
Virtually all major employers in the UK have incen-
shares to be held for a signiicant period.
tive (bonus) schemes for senior executives. Bonus
● Payouts or grants under all incentive schemes provide directors and executives with cash
schemes, including new grants under existing sums or shares based on the measures of company
share option schemes, should be subject to and, frequently, individual performance. They are
challenging performance criteria that relect often paid annually but can be deferred for a longer
the company’s objectives. The total rewards period.
potentially available should not be excessive. Typically, bonus payments are linked to achieve-
● The remuneration committee should ment of proit and/or other inancial targets and
consider the pension consequences and they are sometimes ‘capped’; that is, a restriction is
associated costs to the company of basic placed on the maximum amount payable. There
salary increases and any other changes in may also be elements related to achieving speciic
pensionable remuneration, especially for goals and to individual performance. Bonuses tend
directors close to retirement. to be high – 70 per cent of base salary or more. They
394 Part 6 Performance and Reward
even less, rather than the 40 years it takes in a typical workers and the individuals within those groups.
one-sixtieth scheme. Pensions are easily inlated, as Pay lexibility could include market rate supplements
demonstrated in a recent notorious case, by presenting to attract and retain speciic categories of staff and
the departing director with a last-minute substantial the use of selected market groups (separate pay
increase in pensionable salary. structures for certain types of staff).
Rewarding sales representatives nature of the work of sales staff means that it is
usually easy to specify targets and measure per-
Sales representatives are more likely to be eligible formance against them, and sales incentive schemes
for commission payments or bonuses than other are therefore more likely to meet the line of sight
staff, on the grounds that their sales performance requirement (ie that there should be a clear link
will depend on or at least be improved by inancial between effort and performance) than schemes for
incentives. Many companies believe that the special other staff such as managers and administrators.
nature of selling and the type of person they need Sales staff, including those in retail establishments,
to attract to their sales force requires some form are often paid spot rates with a commission on
of additional bonus or commission to be paid. The sales. See Table 28.1.
Salary plus Basic salary Direct financial Relating pay to the When it is believed
commission plus cash motivation is volume or value of that the way to get
commission provided, related to sales is too crude an more sales is to link
calculated as a what sales staff are approach and may extra money to results
percentage of there to do, ie result in staff going but a base salary is
sales volume or generate sales; but for volume by still needed to attract
value they are not entirely concentrating on the the many people who
dependent on easier to sell products want to be assured of
commission – they not those generating a reasonable basic
are cushioned by high margins; may salary that will not
their base salary encourage high- fluctuate but who still
pressure selling as aspire to increase that
in some financial salary by their own
services firms in the efforts
1980s and 90s
Chapter 28 Managing Reward for Special Groups 397
ta b L e 2 8 .1 Continued
Salary plus Basic salary plus Provide financial Do not have a clear When: flexibility in
bonus cash bonus motivation but line of sight between providing rewards is
based on targets or effort and reward; important; it is felt
achieving and objectives can be may be complex to that sales staff need
exceeding sales flexed to ensure administer; sales to be motivated to
targets or that particular sales representative may focus on aspects of
quotas and goals are achieved, find them hard to their work other than
meeting other eg high margin understand and simply maximizing
selling sales, customer resent the use of sales volume
objectives service subjective
judgements on
performance other
than sales
Rewarding customer service staf Research conducted by West et al (2005) estab-
lished that most employees in the researched organ-
Customer service staff work mainly in retail establish- izations had the opportunity to progress their base
ments and in call or customer contact centres. Their pay on the basis of their performance or competence,
rewards need to relect the nature of their duties, either through a range or up a pay spine, or between
ie enhancing levels of customer service as well as grades/levels of job. Such arrangements have generally
selling. supplanted spot rates for service roles in call centres
398 Part 6 Performance and Reward
and retail shops. Low base pay/high commission minimum time rate and may contain a consolidated
arrangements were rare. bonus rate element. The underlying assumption is
At Boots the chemists, shop staff can progress up that higher base rates will encourage greater effort
through a number of pay points according to their without the problems created when operating an
level of performance and skill – from entry level, incentive scheme. High day rates are usually above
to experienced, to advanced, to expert/specialist. the local market rates in order to attract and retain
At B&Q, customer advisers are paid on one of six workers.
different spot rates. Pay progression is based on the
acquisition – and application on the shop loor –
of skills and knowledge. There are four additional Pay structures
spot rates beyond the established rate, designed to
Pay systems for manual workers are seldom graded
reward high performance. Each additional level
in the ways described in Chapter 27 unless their
represents an hourly increase up to a maximum
conditions have been harmonized. Time rates are
rate. At House of Fraser, employees are allocated to
usually paid in the form of spot rates: that is, a
one of four competency bands – training, bronze,
ixed rate for a job or an individual. However, spot
silver and gold – with staff assessed for a ‘promotion’
rates may be designated for different levels of skill.
every six months. At Lands’ End, there is a six-grade
A person-based pay system may be adopted with
pay structure for hourly paid staff, with spot rates
three basic rates of pay attached to people – unskilled,
for starters.
semi-skilled and skilled – above which there might
be special rates for highly skilled occupations
such as toolmakers. Earnings from payment-by-
Paying manual workers result schemes were added to these rates. Other
arrangements include the use of a more discerning
The pay of manual workers takes the form of time hierarchy of rates linked to skill levels (a type of
rates, also known as day rates, day work, lat rates skills-based pay), a job-based pay system with
or hourly rates. Incentive payments by means of different rates for different jobs, or individual job
payment-by-results schemes may be made on top of grades that are, in effect, spot rates to which there
a base rate. is a deined pay to provide scope for pay progression
based on performance.
Time rates
These provide workers with a predetermined rate for
Payment-by-result schemes
the actual hours they work. Time rates on their own Payment-by–result (PBR) schemes provide incentives
are most commonly used when it is thought that it to workers by relating their pay or, more usually,
is impossible or undesirable to use a payment-by- part of their pay to the number of items they pro-
results system, for example in maintenance work. duce or the time taken to do a certain amount of
From the viewpoint of employees the advantage of work. The main types of PBR or incentive schemes
time rates is that their earnings are predictable and for individuals are piece work, work-measured
steady and they do not have to engage in endless schemes, measured day work and performance-
arguments with rate ixers and supervisors about related pay. Team bonus schemes are an alternative
piece rate or time allowances. The argument against to individual PBR, and plant-wide schemes can
them is that they do not provide a direct incentive produce bonuses that are paid instead of individual
relating the reward to the effort or the results. Two or team bonuses, or in addition to them. Each of these
ways of modifying the basic time rate approach methods is described in Table 28.2 together with an
are to adopt high day rates, as described below, or assessment of their advantages and disadvantages
measured day work. for employers and employees and when they are
Time rates may take the form of what are often appropriate.
called high day rates. These are higher than the
399
ta b L e 2 8 .2 Comparison of shop loor payment-by-result schemes
Scheme Main features For employers For employees When appropriate
Piece work Bonus directly Direct Lose control over Predict and More difficult to Fairly limited
related to output. motivation; output; quality control earnings predict and control application to work
simple, easy to problems. in the short-term; earnings in the involving unit
operate. regulate pace of longer-term; work production controlled
work themselves. may be stressful by the person, eg
and produce RSI. agriculture, garment
manufacture.
Work- Work measurement Provides what Schemes are Appear to provide Ratings are still For short-cycle
measured used to determine appears to be expensive, a more objective prone to subjective repetitive work where
schemes standard output a ‘scientific’ time-consuming method of judgement and changes in the work
levels over a period method of and difficult to relating pay to earnings can mix or design
or standard times relating reward run and can too performance; fluctuate because changes are
for job/tasks; bonus to performance; easily employees can of changes in work infrequent, down
based by reference can produce degenerate and be involved in the requirements time is restricted, and
to performance significant cause wage drift rating process to outside the control management and
ratings compared increases in because of loose ensure fairness. of employees. supervision are
with actual productivity, rates. capable of managing
performance or at least in the and maintaining the
time saved. short-term. scheme.
Measured Pay fixed at a high Employees are Performance High predictable No opportunities Everyone must be
day work rate on the under an targets can earnings are for individuals to totally committed to
understanding that obligation to become easily provided. be rewarded in making it work; high
a high level of work at the attained norms line with their own standards of work
performance specified level and may be efforts. measurement are
against work- of performance. difficult to essential; good
measured change. control systems to
standards will be identify shortfalls on
maintained. targets.
400
ta b L e 2 8 .2 Continued
Scheme Main features For employers For employees When appropriate
Group or Groups or teams Encourage Direct incentive Bonuses can be Depend on When team working
team basis are paid bonuses team co- may be limited; related clearly to effective work is important and team
on the basis of their operation and depends on the joint efforts measurement, efforts can be
performance as effort; not too good work of the group; which is not accurately measured
indicated by work individualized. measurement or fluctuations in always available; and assessed; as an
measurement the availability of earnings individual effort alternative to
ratings or the clear group minimized. and contribution individual PBR if this
achievement of output or not recognized. is not effective.
targets. productivity
targets.
Questions
1 What is the function of a remuneration 4 What are the main methods of rewarding
committee? sales staff?
2 What is a knowledge worker? 5 What are the advantages and disadvantages for
3 How should knowledge workers employers and employees of work-measured
be rewarded? payment-by-result schemes?
402 Part 6 Performance and Reward
References
Chartered Institute of Personnel and Development The Guardian (2012) A Culture in Need of Curbing,
(2011) Annual Reward Survey, London, CIPD 6 February, p 26
Chartered Institute of Personnel and Development Gomez-Mejia, L R and Balkin, D B (1992)
(2013) Annual Reward Survey, London, CIPD Compensation, Organizational Strategy, and Firm
The Combined Code on Corporate Governance Performance, Cincinnati OH, South Western
(2008) London, The Financial Reporting Council Gregg, P, Machin, S and Szymanski, S (1993) The
Conyon, M J and Leech, D (1994) Top pay, company disappearing relationship between directors’ pay
performance and corporate performance, Oxford and corporate performance, British Journal of
Bulletin of Economics and Statistics, 56 (3), Industrial Relations, 3 (1), pp 1–9
August, pp 229–47 High Pay Commission (2011) More for Less: What
Dymond, J and Murlis, H (2009) Executive rewards: has happened to pay at the top and does it matter?
‘don’t you just give them loads of money?’ in (eds) London, High Pay Commission
S Corby, S Palmer and E Lindop, Rethinking Surowiecki, J (2013) Open season, The New Yorker,
Reward, Basingstoke, Palgrave Macmillan 21 October, p 31
Elson, C M and Ferrere, C K (2012) Executive West, M, Fisher, G, Carter, M, Gould, V and Scully, J
Superstars, Peer Groups and Over-Compensation– (2005) Rewarding Customer Service? Using
Cause, Effect and Solution, Available at SSRN reward and recognition to deliver your customer
2125979, 2012 – works.bepress.com service strategy, London, CIPD
[accessed 24 October 2013]
403
PART VII
Employee relations
Pa r t V I I Co n t e n t s
Introduction
Employee relations cover a wider spectrum of
Employee relations are concerned with managing the employment relationship than industrial relations,
the employment relationship and the psychological which are essentially about what goes on between
contract. They consist of the approaches and meth- management and trade union representatives and
ods adopted by employers to deal with employees oficials, involving collective agreements, collective
either collectively through their trade unions or bargaining and disputes resolution. This wider dei-
individually. This includes providing employees with nition recognizes the move away from collectivism
a voice and developing communications between towards individualism in the ways in which em-
them and management. ployees relate to their employers.
404
29
Strategic employee
relations
K e y Co n C e P t s a n d t e r m s
Collectivism Mutuality
Derecognition Pay-work bargain
Employee relations Pluralist viewpoint
Employee relations climate Single-table bargaining
Individualism Union recognition
Industrial relations
L e a r n I n g o u tCo m e s
On completing this chapter you should be able to deine these key concepts. You should
also know about:
● The process of employee relations ● Employee relations strategies
strategies, the development of a satisfactory employee this notion, many employers simply want employees
relations climate and what happens when organiza- who will do what they are told without costing too
tions work with or without unions. much. They want engagement and commitment on
their own terms. But employees want a ‘fair day’s
pay for a fair day’s work’ and a say in their terms
and conditions of employment and the way in
The process of employee which their work is organized. They want security
relations of employment, good working conditions, a healthy
and safe working environment and the scope to
raise and resolve grievances. Conlicts of interest
Employee relations are concerned with managing
can arise between employers and employees on
and maintaining the employment relationship, taking
these issues, and where there are unions these con-
into account the implications of the notion of the
licts are resolved by the various industrial relations
psychological contract (these concepts are discussed
procedures described in Chapter 32. Because of this,
in the next two chapters). This means dealing with
employee relations need to be managed by reference
employees either collectively through their trade
to understood and communicated policies and
unions or individually; handling employment prac-
strategies.
tices, terms and conditions of employment and issues
arising from employment; and providing employees
with a voice and communicating with employees.
Employee relations policies
The basis of employee Employee relations policies express the philosophy
of the organization on what sort of relationships
relations are wanted between management and employees
and, where necessary, their unions, and how the
Employee relations are basically about how man- pay–work bargain should be managed. A social
agements and employees live together and what can partnership policy will aim to develop and maintain
be done to make that work. There are two views a positive, productive, cooperative and trusting
about the relationship. The unitary viewpoint is the climate of employee relations.
belief that management and employees share the
same concerns and it is therefore in both their inter-
ests to cooperate. This was expressed by Walton Approaches
(1985: 64) as the principle of mutuality. A similar
belief is expressed in the idea of social partnership, There are four approaches to employee relations:
which states that as stakeholders, the parties in- 1 Adversarial: the organization decides what it
volved in employee relations should aim to work wants to do, and employees are expected to
together to the greater good of all. Partnership it in. Employees only exercise power by
agreements, as described in Chapter 32, try to put refusing to cooperate.
this idea into practice.
2 Traditional: a reasonably good day-to-day
In contrast, the pluralist viewpoint is that the
working relationship but management
interests of employees will not necessarily coincide
proposes and the workforce reacts through
with their employers and that the unitary view is
its elected representatives, if there are any; if
naive, unrealistic and against the interests of em-
not, employees just accept the situation or walk.
ployees. People of this persuasion don’t believe that
partnership agreements can work. 3 Partnership: the organization involves
The basis of employee relations can be described employees in the drawing up and execution
somewhat simplistically in terms of the pay–work of organization policies, but retains the right
bargain – the agreement made between employers to manage.
and employees whereby the former undertakes to 4 Power sharing: employees are involved in
pay for the work done by the latter. According to both day-to-day and strategic decision-making.