Quality and human_resources

Quality and Human Quality and Human ResourcesResources

J. MartinJ. Martin

Open UniversityOpen University

20072007

Content Content IntroductionIntroduction Chapter 1: strategy and HRChapter 1: strategy and HR Chapter 2: selection and recruitmentChapter 2: selection and recruitment Chapter 3: employee appraisalChapter 3: employee appraisal Chapter 4: communicationChapter 4: communication Chapter 5: empowerment and involvementChapter 5: empowerment and involvement Chapter 6: training and developmentChapter 6: training and development Chapter 7: teams and teamworkChapter 7: teams and teamwork Chapter 8: HR Total Quality modelChapter 8: HR Total Quality model

IntroductionIntroduction

HR one of the keys to improved HR one of the keys to improved organizational performanceorganizational performance

““People are our most important People are our most important asset”asset”

All quality models include human All quality models include human resourcesresources


ISO: chapter 6.2.ISO: chapter 6.2. M. Baldrige model: box ‘human M. Baldrige model: box ‘human

resource focus’resource focus’ EFQM: boxes ‘people’ and ‘people EFQM: boxes ‘people’ and ‘people

results’results’ Investor In People: specific model for Investor In People: specific model for

human resourceshuman resources


Human resources in the history of quality:Human resources in the history of quality: Beginning of XXth century: employee Beginning of XXth century: employee

achieves quality of product through achieves quality of product through standardization based on post-taylorist standardization based on post-taylorist procedures by developing control = basic procedures by developing control = basic leverage (1920)leverage (1920)

Quality assurance teams achieve quality Quality assurance teams achieve quality the on the basis of processes = medium the on the basis of processes = medium leverage (1950)leverage (1950)

The whole organization is involved in Total The whole organization is involved in Total Quality = global leverage (1990-2000)Quality = global leverage (1990-2000)


Human resources and total quality:Human resources and total quality: The employee has now a practice of:The employee has now a practice of:

• Control cards and basic probabilistic statisticsControl cards and basic probabilistic statistics• Graphic representations like histograms, …Graphic representations like histograms, …• Pareto analysis and Ishikawa diagramPareto analysis and Ishikawa diagram• Brainstorming and similar methodsBrainstorming and similar methods• Flow charts …Flow charts …

These skills require :These skills require :• Permanent trainingPermanent training• Real participation in the process of changeReal participation in the process of change


The role of human resources:The role of human resources:

Traditional approach : Traditional approach : The employee is part of a hierarchical system, The employee is part of a hierarchical system,

receiving orders and executingreceiving orders and executingThe organization is correctly reflected in the The organization is correctly reflected in the

organization chartorganization chartThis chart is normally stable and characterizes This chart is normally stable and characterizes

a mechanistic systema mechanistic system

Difficulty to change in a changing worldDifficulty to change in a changing world


The role of human resources:The role of human resources:New approach :New approach :

The employee is a part of a lateral The employee is a part of a lateral system based on teamssystem based on teams

The employee has a real area of The employee has a real area of decision on the processdecision on the process

The organization chart is only one The organization chart is only one aspect of the complex firmaspect of the complex firm Organistic system able to face an Organistic system able to face an

unpredictable environmentunpredictable environment


HR activities:HR activities:• Strategic alignment of HRM policiesStrategic alignment of HRM policies• Effective communicationEffective communication• Employee empowerment and Employee empowerment and

involvementinvolvement• Training and developmentTraining and development• Teams and teamworkTeams and teamwork• Review and continuous improvementReview and continuous improvement

Chapter 1Chapter 1

Strategy and Human ResourcesStrategy and Human Resources

Strategic alignment of HRMStrategic alignment of HRM

Global strategy

HR strategy & policies

Skills Recruitment Appraisal Remuneration Employee benefits


HR director identifies key elements of HR director identifies key elements of HR strategy (skills, recruitment and HR strategy (skills, recruitment and selection, health and safety, selection, health and safety, appraisal, benefits, remuneration, appraisal, benefits, remuneration, training, etc.) in accordance with training, etc.) in accordance with strategic objectivesstrategic objectives

HR director reports to the BoardHR director reports to the Board HR plan is preparedHR plan is prepared


PLANHR director

Prepares & aligns HR plan

DOImplement HR plan-Selection & recruitment

-Skills/competencies-Appraisal

-Reward, recognition & benefits-Health & safety

-Training

CHECK-Quality committee/board

-Company wide self-assessment-People surveys

-Regular board reviews

IMPROVE-Self-assessment

-Best practice-Benchmarking

-Quality committee recommendations

Chapter 2Chapter 2

Selection and recruitmentSelection and recruitment


Set standards for job descriptions Set standards for job descriptions and job evaluationsand job evaluations

Provide information to new recruits Provide information to new recruits on performance, appraisal, job on performance, appraisal, job conditionsconditions

Focus job descriptions on Focus job descriptions on responsibilities rather than tasksresponsibilities rather than tasks

Train managers and supervisors in Train managers and supervisors in selection techniquesselection techniques


Align job descriptions and Align job descriptions and competencies for identification of competencies for identification of people with appropriate skillspeople with appropriate skills

Ensure employment terms and Ensure employment terms and conditions meet legislative and conditions meet legislative and regulatory requirementsregulatory requirements

Review HR policies regularlyReview HR policies regularly

Skills / CompetenciesSkills / Competencies

Job descriptions should be based on Job descriptions should be based on skills and competencies skills and competencies

Main skills/competencies include:Main skills/competencies include:• LeadershipLeadership• MotivationMotivation• People managementPeople management• Team workingTeam working• Customer focusCustomer focus• Communication Communication

Skills / CompetenciesSkills / Competencies

Skills/competenciesrequirements

StandardsFor selection

Chapter 3Chapter 3

Employee appraisalEmployee appraisal

Appraisal processAppraisal process

Purpose of appraisal:Purpose of appraisal:• Alignment of personal, team and corporate Alignment of personal, team and corporate

goalsgoals• Develop full potential of peopleDevelop full potential of people

Conduct of appraisal:Conduct of appraisal:• Once a yearOnce a year• Interview on performance against objectivesInterview on performance against objectives• New objectives with training and developmentNew objectives with training and development

Appraisal processAppraisal process

Personal goals Business goals Policy and strategy

Appraisal process

Improve individual Improve businessPerformance Performance

Employee reward, recognition and Employee reward, recognition and benefitsbenefits

Rewards based on consistent, Rewards based on consistent, quality-based performancequality-based performance

Awards given to employees but also Awards given to employees but also other stakeholdersother stakeholders

Financial incentives for company Financial incentives for company wide suggestions and new idea wide suggestions and new idea schemesschemes

Employee reward, recognition and Employee reward, recognition and benefitsbenefits

Internal promotion to encourage Internal promotion to encourage motivation and enhance job securitymotivation and enhance job security

Recognition through performance Recognition through performance feedback mechanisms, development feedback mechanisms, development opportunities, pay progressions and opportunities, pay progressions and bonusesbonuses

Recognition systems operating at all Recognition systems operating at all levels of the organizationlevels of the organization

Chapter 4Chapter 4

CommunicationCommunication

Effective communicationEffective communication

Effective communication should focus on:Effective communication should focus on:• Regular meetings with peopleRegular meetings with people• Briefing of people on key issues in a clear Briefing of people on key issues in a clear

mannermanner• Communicate honestly and fullyCommunicate honestly and fully• Encourage team members to discuss company Encourage team members to discuss company

issues with bottom-up feedbackissues with bottom-up feedback• Ensure communication is always two-wayEnsure communication is always two-way


Communication process:Communication process:

PLANIdentify communications

needs

DOVideos E-mail

Posters ConferenceMagazines Newsletters

CHECKQ steering committees

AppraisalPeople surveysSelf-assessment

IMPROVESteering committees’ input

benchmarking


PLAN: HR manager in connection with PLAN: HR manager in connection with departments, processes, teams, etc.departments, processes, teams, etc.

DO: Use a mix of media. Be careful about DO: Use a mix of media. Be careful about coherence. Ensure feedback.coherence. Ensure feedback.

CHECK: Review effectiveness of CHECK: Review effectiveness of communication process with different toolscommunication process with different tools

IMPROVE: Reviews indicate areas for IMPROVE: Reviews indicate areas for improvement. Quality steering committees improvement. Quality steering committees make recommendations for improvement.make recommendations for improvement.


Multi-directional Communication:Multi-directional Communication:Top management

DivisionDivision

DepartmentDepartment

Team Team

Individual Individual Individual

Chapter 5Chapter 5

Empowerment and involvementEmpowerment and involvement

Employee empowerment and Employee empowerment and involvementinvolvement

Create a work environment Create a work environment encouraging people to take encouraging people to take responsibilityresponsibility• Let people set their own goalsLet people set their own goals• Let them judge their own performanceLet them judge their own performance• Let them take ownership of their actionsLet them take ownership of their actions

Employee empowerment and Employee empowerment and involvementinvolvement

Actions favoring involvement:Actions favoring involvement:• Corporate employee suggestion Corporate employee suggestion

schemes: promotes participative schemes: promotes participative managementmanagement

• Company-wide culture change Company-wide culture change programs: workshops, events to raise programs: workshops, events to raise awareness of individuals and teamsawareness of individuals and teams

• Measurement of key performance Measurement of key performance indicators (KPIs): labour turnover, indicators (KPIs): labour turnover, accident rate, absenteeism, lost time…accident rate, absenteeism, lost time…

Chapter 6Chapter 6

Training and developmentTraining and development


Training is an investment, not a costTraining is an investment, not a cost Training is an on-going processTraining is an on-going process Training meets both corporate and Training meets both corporate and

individual needsindividual needs


Training model:Training model:

Identify training needs

Plan/design training

Deliver training

Evaluate training

Training cycleTraining cycle

Training Allocate responsibilities

Define objectives Establish training organisation

Specify needs Prepare programmes

implement Assess results


Assessment phase: Assessment phase: • organizational, group and individual organizational, group and individual

levelslevels• Knowledge, skills, attitudesKnowledge, skills, attitudes

What is What should be

Training gap


Planning/design phase:Planning/design phase:• Who needs to be trained?Who needs to be trained?• What competencies are required?What competencies are required?• How long will training take?How long will training take?• Where will training take place?Where will training take place?• What resources are needed for training?What resources are needed for training?• What are the expected benefits of What are the expected benefits of

training?training?


Implementation phase:Implementation phase:• Facilitators to deliver trainingFacilitators to deliver training• Training techniques:Training techniques:

SimulatorsSimulators Business gamesBusiness games Case studiesCase studies CoachingCoaching Planned experiencePlanned experience DemonstrationDemonstration Computer-assisted instructionComputer-assisted instruction


Evaluation phase:Evaluation phase:• Use observation, questionnaires, Use observation, questionnaires,

interviews, trialsinterviews, trials• Give feedback to people and Give feedback to people and

managementmanagement


Training should focus on four main Training should focus on four main areas:areas:• Error, defect, problem preventionError, defect, problem prevention• Error, defect, problem and reportingError, defect, problem and reporting• Error, defect, problem investigationError, defect, problem investigation• ReviewReview


Prevention can be assured if:Prevention can be assured if:• Quality policy is stated and issuedQuality policy is stated and issued• QMS is written and explicitQMS is written and explicit• Jobs are specifiedJobs are specified• Steering committees are effectiveSteering committees are effective• Processes are charted and mappedProcesses are charted and mapped


Reporting is assured if:Reporting is assured if:• All errors, rejects, problems, waste, etc All errors, rejects, problems, waste, etc

are recordedare recorded• All members of the organization All members of the organization

concerned are informedconcerned are informed


Investigation is assured if:Investigation is assured if:• Nature of problem identifiedNature of problem identified• Time, date and placeTime, date and place• Product/service with problemProduct/service with problem• Description of problemDescription of problem• Causes are identifiedCauses are identified• Action is advisedAction is advised• Action is takenAction is taken


Review is assured if:Review is assured if:• Quality audits are carried out to Quality audits are carried out to

compare employees’ behaviours with compare employees’ behaviours with training objectivestraining objectives

• Training records are keptTraining records are kept


Knowledge Knowledge conversion:conversion: To tacitTo tacit

knowledgeknowledgeTo explicitTo explicit

knowledgeknowledge

From tacitFrom tacit

knowledgeknowledgeSociali-Sociali-zationzation

ExternaExterna-lization-lization

From From explicitexplicit

knowledgeknowledge

Interna-Interna-lizationlization

Combi-Combi-nationnation


Socialization: from one individual to Socialization: from one individual to other people through sharing other people through sharing experiencesexperiences

Externalization: communicate Externalization: communicate knowledge to othersknowledge to others

Internalization: explicit knowledge to Internalization: explicit knowledge to personal knowledge = learningpersonal knowledge = learning

Combination: creation of common Combination: creation of common knowledge through frameworksknowledge through frameworks


I

K socialization

externalization

K

externalization

I

internalization

internalization

Chapter 7Chapter 7

Teams and teamworkTeams and teamwork

Teams and teamworkTeams and teamwork

Teamwork is fundamental to quality Teamwork is fundamental to quality managementmanagement

Teams must be integrated into the Teams must be integrated into the organizational structureorganizational structure

The quality organizationThe quality organization

suppliers customers

Leadership Mission

Objectives

CSFs

Critical Processes

Quality organization and HRQuality organization and HR

CEO Q Council

Process Q teams Site TQM steering

committees

QITs QCs

Employee participation

Quality organization and HRQuality organization and HR

CPs

Sub-processes

Activities

Tasks

QC

PQT

QITs

Ind.

TeamworkTeamwork

Pooling of expertise Pooling of expertise more complex more complex problems can be tackledproblems can be tackled

Diversity of knowledge, experience, skill Diversity of knowledge, experience, skill solutions more efficientsolutions more efficient

Participation in management Participation in management greater greater motivationmotivation

Cross-functional approach Cross-functional approach problems problems easier to identifyeasier to identify

Collective recommendations Collective recommendations better better chances of implementationchances of implementation

Teamwork Teamwork

INDEPENDENCEINDEPENDENCE

EXCHANGEEXCHANGE

TRUSTTRUST

FREE COMMUNICATIONFREE COMMUNICATION

INTERDEPENDENCEINTERDEPENDENCE

TEAMWORK

INDIVIDUALS

Individualneeds

TeamworkTeamwork

Adair’s modelAdair’s model

Team needs

Task needs

Teamwork Teamwork

Task needsTask needs• Common purposeCommon purpose• Common objective(s)Common objective(s)• Achievement of objectivesAchievement of objectives

TeamworkTeamwork

Team needsTeam needs• Co-ordinationCo-ordination• Working in the same directionWorking in the same direction• Positive sum gamePositive sum game

TeamworkTeamwork

Individual needsIndividual needs• Individual responsibilityIndividual responsibility• Individual performanceIndividual performance• Recognition Recognition

TeamworkTeamwork

Functions Functions • Task functions: define task, make plan, Task functions: define task, make plan,

allocate work and resource, control allocate work and resource, control quality, check performance, adjustquality, check performance, adjust

• Team functions: set standards, build Team functions: set standards, build team spirit, motivate, communicateteam spirit, motivate, communicate

• Individual functions: praise individuals, Individual functions: praise individuals, give status, recognize individual abilitiesgive status, recognize individual abilities

TeamworkTeamwork

Authority of manager

Freedom of subordinate

Tells Sells Consults Shares Delegates

Team developmentTeam development

Awareness Acceptance

Adoption Adaptation

Action


Forming – awarenessForming – awareness• People conform to established linesPeople conform to established lines• Little care for others’ values and viewsLittle care for others’ values and views• No shared understanding of what needs No shared understanding of what needs

to be doneto be done


Storming – conflictStorming – conflict• Personal issues are expressedPersonal issues are expressed• Team becomes inward-lookingTeam becomes inward-looking• Concern appears for values, problems Concern appears for values, problems

and views of othersand views of others


Norming – co-operationNorming – co-operation• Confidence and trust developConfidence and trust develop• Clarification of purpose and Clarification of purpose and

establishment of objectivesestablishment of objectives• All options are consideredAll options are considered• Detailed plans are preparedDetailed plans are prepared• Reviewing progressReviewing progress


Performing – productivityPerforming – productivity• FlexibilityFlexibility• All energies utilizedAll energies utilized• Each particular situation prompts Each particular situation prompts

leadership (not pre-established rules)leadership (not pre-established rules)• Collective improvementsCollective improvements


Low Directive Behaviour High

Supportive Behaviour

High The 4 leadership styles

Directing

Coaching Supporting

Delegating

Quality circles / Kaizen teamsQuality circles / Kaizen teams

Kaizen teian: Japanese system for Kaizen teian: Japanese system for generating and implementing generating and implementing employee ideas.employee ideas.

To improve quality and productivityTo improve quality and productivity Focus on participationFocus on participation Small-scale improvements: cheap Small-scale improvements: cheap

and easyand easy Accumulation of small improvements Accumulation of small improvements

better global performance better global performance

QC characteristicsQC characteristics

Voluntary participationVoluntary participation Regular participationRegular participation In normal working timeIn normal working time Under leadership of supervisorUnder leadership of supervisor To identify, analyze and solve work-To identify, analyze and solve work-

related problemsrelated problems To recommend solutionsTo recommend solutions To implement themselvesTo implement themselves


MembersMembers LeadersLeaders Facilitators or co-ordinatorsFacilitators or co-ordinators Management Management


Members:Members:• Train to problem-solving and process Train to problem-solving and process

control techniquescontrol techniques• Ability to identify and solve work-related Ability to identify and solve work-related

problemsproblems


Leaders:Leaders:• Immediate supervisors of membersImmediate supervisors of members• Trained to lead a circle and be Trained to lead a circle and be

responsible for its successresponsible for its success


Facilitators:Facilitators:• Managers of QC programsManagers of QC programs• Co-ordination of meetings, training of Co-ordination of meetings, training of

leaders and membersleaders and members• Link with the rest of the organizationLink with the rest of the organization


Management:Management:• Commitment and support to quality Commitment and support to quality

circlescircles• Consider all suggestionsConsider all suggestions• Acceptance or not of recommendationsAcceptance or not of recommendations


Training of QC:Training of QC:• Introduction to quality circlesIntroduction to quality circles• Brainstorming Brainstorming • Data gathering and histogramsData gathering and histograms• Cause and effect analysisCause and effect analysis• Pareto analysisPareto analysis• Sampling and stratificationSampling and stratification• Control chartsControl charts• Presentation techniquesPresentation techniques


Operation:Operation:• 3 to 15 people, average 7 or 83 to 15 people, average 7 or 8• Meetings away from work areaMeetings away from work area• Room arrangement to favour discussion Room arrangement to favour discussion

without hierarchywithout hierarchy• Meetings usually for one hour once a Meetings usually for one hour once a

weekweek

Process improvement teamsProcess improvement teams

Team with appropriate knowledge, skills Team with appropriate knowledge, skills and experience to improve processesand experience to improve processes

Cross-functional and multidisciplinaryCross-functional and multidisciplinary Team disbanded when improvement Team disbanded when improvement

solutions are agreedsolutions are agreed


Running of PITs:Running of PITs:• Selection and leadershipSelection and leadership• ObjectivesObjectives• MeetingsMeetings• AssignmentsAssignments• DynamicsDynamics• Results and reviewResults and review


Team selection and leadershipTeam selection and leadership• 5 to 10 members5 to 10 members• Core = people directly working on Core = people directly working on

processprocess• Other members linked to processOther members linked to process• Leadership by process ownerLeadership by process owner


Objectives stated by the team leaderObjectives stated by the team leader• For the end result sought (improvement For the end result sought (improvement

of the process)of the process)• For each meeting of the process For each meeting of the process

improvement teamimprovement team


MeetingsMeetings• Team secretary to take minutesTeam secretary to take minutes• Agenda withAgenda with

Meeting placeMeeting place List of membersList of members Assignments for individual members or Assignments for individual members or

groupsgroups Supporting materialSupporting material Procedures and rules for using toolsProcedures and rules for using tools


Assignments: work is carried out Assignments: work is carried out during meetings but also between during meetings but also between meetingsmeetings• Action plans with specific tasks for team Action plans with specific tasks for team

membersmembers• Time scaleTime scale• No assignments decided outside No assignments decided outside

meetingsmeetings


Dynamics: for the leaderDynamics: for the leader• Create a climate for creativityCreate a climate for creativity• Encourage all team members to Encourage all team members to

contributecontribute• Allow different points of view and ideas Allow different points of view and ideas

to emergeto emerge• Remove barriers to idea generationRemove barriers to idea generation• Support team members’ suggestionsSupport team members’ suggestions


Dynamics: for team membersDynamics: for team members• Prepare for meetingsPrepare for meetings• Share ideas and opinionsShare ideas and opinions• Listen openly to othersListen openly to others• Reserve judgement until all arguments Reserve judgement until all arguments

have been presentedhave been presented• Accept responsibility for individual Accept responsibility for individual

assignments and efforts of the teamassignments and efforts of the team


Results and reviewsResults and reviews• Communicate resultsCommunicate results• Give feedback to the teamsGive feedback to the teams

A model of personality A model of personality managementmanagement

Myers-Briggs Type Indicator (MBTI)Myers-Briggs Type Indicator (MBTI) Identification of personal qualities for Identification of personal qualities for

team buildingteam building Many qualities are mutually exclusiveMany qualities are mutually exclusive

• Forceful and driving v. sensitiveForceful and driving v. sensitive• Dynamic v. patientDynamic v. patient• Communicator v. listenerCommunicator v. listener• Decisive v. reflectiveDecisive v. reflective

MBTI modelMBTI model

Model based on individual’s Model based on individual’s preferences on 4 scales:preferences on 4 scales:• Giving and receiving energyGiving and receiving energy• Gathering informationGathering information• Making decisionsMaking decisions• Handling the outer worldHandling the outer world


Preference scales based on two opposite Preference scales based on two opposite preferences:preferences:• Extroversion – Introversion: how we prefer to Extroversion – Introversion: how we prefer to

give/receive energy or focus our attentiongive/receive energy or focus our attention• Sensing – iNtuition: how we prefer to gather Sensing – iNtuition: how we prefer to gather

informationinformation• Thinking – Feeling: how we prefer to make Thinking – Feeling: how we prefer to make

decisionsdecisions• Judgement – Perception: how we prefer to Judgement – Perception: how we prefer to

handle the outer worldhandle the outer world


8 possible preferences:8 possible preferences:• E or IE or I• S or NS or N• T or FT or F• J or PJ or P


Individual type is the combination of Individual type is the combination of the four preferences:the four preferences:• Ex: ESTJ = Extrovert preferring Ex: ESTJ = Extrovert preferring

gathering information with sensing, gathering information with sensing, making decisions by thinking and as a making decisions by thinking and as a judging attitude to the world (i.e. acting judging attitude to the world (i.e. acting rather than gathering more information)rather than gathering more information)


16 combinations:16 combinations: ISTJISTJ ISFJISFJ INFJINFJ INTJINTJ

ISTPISTP ISFPISFP INFPINFP INTPINTP

ESTPESTP ESFPESFP ENFPENFP ENTPENTP

ESTJESTJ ESFJESFJ ENFJENFJ ENTJENTJ


Combination of different types in a Combination of different types in a team can build the profile of the team can build the profile of the teamteam

Interpersonal relationsInterpersonal relations

FIRO-B (fundamental interpersonal FIRO-B (fundamental interpersonal relations orientation-behaviour) relations orientation-behaviour) model gives awareness of how model gives awareness of how people relate to other peoplepeople relate to other people


Model based on 3 dimensions and 2 Model based on 3 dimensions and 2 points of view:points of view:• Dimensions:Dimensions:

Inclusion Inclusion ControlControl Openness Openness

• Points of view:Points of view: Expressed behavioursExpressed behaviours Wanted behavioursWanted behaviours


Expressed behaviours:Expressed behaviours:• Inclusion: make efforts to include other Inclusion: make efforts to include other

peoplepeople• Control: try to exert control over peopleControl: try to exert control over people• Openness: make efforts to become close Openness: make efforts to become close

to peopleto people


Wanted behaviours:Wanted behaviours:• Inclusion: want other people to include Inclusion: want other people to include

youyou• Control: want other people to control Control: want other people to control

youyou• Openness: want other people to express Openness: want other people to express

friendly, open feelingsfriendly, open feelings


Dimension Dimension If yesIf yes If noIf no

Inclusion Inclusion Feeling of belongingFeeling of belonging

Sense of recognitionSense of recognition

Willingness to commitWillingness to commit

Feeling of alienationFeeling of alienation

Sense of insignificanceSense of insignificance

No desire of No desire of commitmentcommitment

ControlControl Confidence in self and Confidence in self and othersothers

Comfort with level of Comfort with level of responsibilityresponsibility

Lack of confidence in Lack of confidence in leadershipleadership

Discomfort with level of Discomfort with level of responsibilityresponsibility

Openness Openness Lively, relaxed Lively, relaxed atmosphereatmosphere

Good interactionsGood interactions

Trusting relationshipsTrusting relationships

Tense atmosphereTense atmosphere

Aggressive humourAggressive humour

Individuals isolatedIndividuals isolated

Chapter 8Chapter 8

Human Resource Total Quality ModelHuman Resource Total Quality Model

A TQ model for HRA TQ model for HR

Investor In People Standard(IPP)Investor In People Standard(IPP)• Business improvement tool designed to Business improvement tool designed to

advance an organisation's performance advance an organisation's performance through its people. through its people.

• Developed in 1990 by a partnership of Developed in 1990 by a partnership of leading businesses and national leading businesses and national organisations in the UK organisations in the UK

• Reviewed every three years (most Reviewed every three years (most recent review in November 2004). recent review in November 2004).

Goals of IIPGoals of IIP Improved earnings, productivity and Improved earnings, productivity and

profitabilityprofitability• Skilled and motivated people work harder and better Skilled and motivated people work harder and better

improving productivity improving productivity Customer SatisfactionCustomer Satisfaction

• Investors in People help employees become customer Investors in People help employees become customer focused enabling organisations to effectively meet focused enabling organisations to effectively meet customer needscustomer needs

Improved motivationImproved motivation • Through employees greater involvement, personal Through employees greater involvement, personal

development and recognition of achievement, development and recognition of achievement, motivation is improved. This leads to higher morale, motivation is improved. This leads to higher morale, improved retention rates, reduced absenteeism, readier improved retention rates, reduced absenteeism, readier acceptance of change and identification with the acceptance of change and identification with the organisations goals beyond the confines of the joborganisations goals beyond the confines of the job

Goals of IIPGoals of IIP Reduced costs and wastageReduced costs and wastage

• Skilled and motivated people constantly examine their work Skilled and motivated people constantly examine their work to contribute towards reducing costs and wastageto contribute towards reducing costs and wastage

Enhanced qualityEnhanced quality • IIP significantly improves the results of quality programmes. IIP significantly improves the results of quality programmes.

Investors in People adds considerable value to The Investors in People adds considerable value to The Excellence Model, ISO 9000, BS 5750 and other total quality Excellence Model, ISO 9000, BS 5750 and other total quality initiativesinitiatives

Competitive advantage through improved performanceCompetitive advantage through improved performance• IIP organisations develop a competitive edgeIIP organisations develop a competitive edge

Public recognitionPublic recognition• IIP status brings public recognition for real achievements IIP status brings public recognition for real achievements

measured against a rigorous National Standard. Being an measured against a rigorous National Standard. Being an Investor in People helps to attract the best quality job Investor in People helps to attract the best quality job applicants. It may also provide a reason for customers to applicants. It may also provide a reason for customers to choose specific goods and services.choose specific goods and services.

IIPIIP

IIPIIP

Plan phasePlan phase:: developing strategies to developing strategies to improve the performance of the improve the performance of the organisation. organisation.

Four types of strategies are taken into Four types of strategies are taken into account:account:

1. 1. A strategy for improving the performance A strategy for improving the performance of the organization is clearly defined and of the organization is clearly defined and understoodunderstood

2. 2. Learning and development is planned to Learning and development is planned to achieve the organization’s objectivesachieve the organization’s objectives

IIPIIP

3. 3. Strategies for managing people are Strategies for managing people are designed to promote quality of designed to promote quality of opportunity in the development of opportunity in the development of the organization’s peoplethe organization’s people

4. 4. The capabilities that managers need The capabilities that managers need to lead, manage and develop people to lead, manage and develop people effectively, are clearly defined and effectively, are clearly defined and understoodunderstood

IIPIIP

Do phaseDo phase: : taking action to improve taking action to improve the performance of the organisation.the performance of the organisation.

Four aspects are taken into account:Four aspects are taken into account:

1. Managers are affective in leading, 1. Managers are affective in leading, managing and developing peoplemanaging and developing people

2. People’s contribution to the 2. People’s contribution to the organization is recognized and organization is recognized and valuedvalued

IIPIIP

3. 3. People are encouraged to take People are encouraged to take ownership and responsibility by ownership and responsibility by being involved in decision-makingbeing involved in decision-making

4. 4. People learn and develop effectivelyPeople learn and develop effectively

IIPIIP

Review phaseReview phase: : evaluating the impact evaluating the impact on the performance of the on the performance of the organisation.organisation.

Two aspects are taken into account:Two aspects are taken into account:

1.1. Investment in people improves the Investment in people improves the performance of the organizationperformance of the organization

2.2. Improvements are continually made to Improvements are continually made to the way people are managed and the way people are managed and developeddeveloped

IIPIIP

MModel can also be used as a self-odel can also be used as a self-assessment tool and a benchmarking assessment tool and a benchmarking tool for people management and tool for people management and development.development.

MMethod similar to the RADAR ethod similar to the RADAR approach of the EFQM model. approach of the EFQM model. BBased ased on the same 3 principles as the on the same 3 principles as the Standard, Plan, Do and Review.Standard, Plan, Do and Review.

IIPIIP

IIP standardIIP standard

Principle 1: developing strategies to Principle 1: developing strategies to improve the performance of the improve the performance of the organizationorganization

Indicator 1: Indicator 1: • A strategy for improving the A strategy for improving the

performance of the organization is performance of the organization is clearly defined and understoodclearly defined and understood

IIP standardIIP standard Evidence requirements:Evidence requirements:1 Top managers make sure the organisation has a 1 Top managers make sure the organisation has a

clear purpose and vision supported by a strategy clear purpose and vision supported by a strategy for improving its performance.for improving its performance.

2 Top managers make sure the organisation has a 2 Top managers make sure the organisation has a business plan with measurable performance business plan with measurable performance objectives.objectives.

3 Top managers make sure there are constructive 3 Top managers make sure there are constructive relationships with representative groups (where relationships with representative groups (where they exist) and the groups are consulted when they exist) and the groups are consulted when developing the organisation's business plan.developing the organisation's business plan.

4 Managers can describe how they involve people 4 Managers can describe how they involve people when developing the organisation's business plan when developing the organisation's business plan and when agreeing team and individual objectives.and when agreeing team and individual objectives.


5 People who are members of representative 5 People who are members of representative groups can confirm that top managers make sure groups can confirm that top managers make sure there are constructive relationships with the there are constructive relationships with the groups and they are consulted when developing groups and they are consulted when developing the organisation's business plan.the organisation's business plan.

6 People can explain the objectives of their team 6 People can explain the objectives of their team and the organisation at a level that is appropriate and the organisation at a level that is appropriate to their role, and can describe how they are to their role, and can describe how they are expected to contribute to developing and expected to contribute to developing and achieving them.achieving them.


Indicator 2: Indicator 2: • Learning and development is planned to Learning and development is planned to

achieve the organisation's objectives.achieve the organisation's objectives.

IIP standardIIP standard Evidence requirements:Evidence requirements:1 Top managers can explain the organisation's learning and 1 Top managers can explain the organisation's learning and

development needs, the plans and resources in place to development needs, the plans and resources in place to meet them, how these link to achieving specific objectives meet them, how these link to achieving specific objectives and how the impact will be evaluated.and how the impact will be evaluated.

2 Managers can explain team learning and development 2 Managers can explain team learning and development needs, the activities planned to meet them, how these link needs, the activities planned to meet them, how these link to achieving specific team objectives and how the impact to achieving specific team objectives and how the impact will be evaluated.will be evaluated.

3 People can describe how they are involved in identifying 3 People can describe how they are involved in identifying their learning and development needs and the activities their learning and development needs and the activities planned to meet them.planned to meet them.

4 People can explain what their learning and development 4 People can explain what their learning and development activities should achieve for them, their team and the activities should achieve for them, their team and the organisation.organisation.


Indicator 3:Indicator 3:• Strategies for managing people are Strategies for managing people are

designed to promote equality ofdesigned to promote equality of

opportunity in the development of the opportunity in the development of the organisation's people.organisation's people.

IIP standardIIP standard Evidence requirements:Evidence requirements:1 Top managers can describe strategies they have 1 Top managers can describe strategies they have

in place to create an environment where in place to create an environment where everyone is encouraged to contribute ideas to everyone is encouraged to contribute ideas to improve their own and other people's improve their own and other people's performance.performance.

2 Top managers recognise the different needs of 2 Top managers recognise the different needs of people and can describe strategies they have in people and can describe strategies they have in place to make sure everyone has appropriate and place to make sure everyone has appropriate and fair access to the support they need and there is fair access to the support they need and there is equality of opportunity for people to learn and equality of opportunity for people to learn and develop which will improve their performance.develop which will improve their performance.


3 Managers recognise the different needs of people 3 Managers recognise the different needs of people and can describe how they make sure everyone and can describe how they make sure everyone has appropriate and fair access to the support has appropriate and fair access to the support they need and there is equality of opportunity for they need and there is equality of opportunity for people to learn and develop which will improve people to learn and develop which will improve their performance.their performance.

4 People believe managers are genuinely 4 People believe managers are genuinely committed to making sure everyone has committed to making sure everyone has appropriate and fair access to the support they appropriate and fair access to the support they need and there is equality of opportunity for them need and there is equality of opportunity for them to learn and develop which will improve their to learn and develop which will improve their performance.performance.

5 People can give examples of how they have been 5 People can give examples of how they have been encouraged to contribute ideas to improve their encouraged to contribute ideas to improve their own and other people's performance.own and other people's performance.


Indicator 4:Indicator 4:• The capabilities managers need to lead, The capabilities managers need to lead,

manage and develop people effectively manage and develop people effectively are are clearly defined and clearly defined and understood.understood.


Evidence requirements:Evidence requirements:1 Top managers can describe the knowledge, skills 1 Top managers can describe the knowledge, skills

and behaviours managers need to lead, manage and behaviours managers need to lead, manage and develop people effectively, and the plans and develop people effectively, and the plans they have in place to make sure managers have they have in place to make sure managers have these these capabilities.capabilities.

2 Managers can describe the knowledge, skills and 2 Managers can describe the knowledge, skills and behaviours they need to lead, manage and behaviours they need to lead, manage and develop people effectively.develop people effectively.

3 People can describe what their manager should 3 People can describe what their manager should be doing to lead, manage and develop them be doing to lead, manage and develop them effectively.effectively.


Principle 2: taking action to improve Principle 2: taking action to improve the performance of the organizationthe performance of the organization

Indicator 5:Indicator 5:• Managers are effective in leading, Managers are effective in leading,

managing and developing people.managing and developing people.


Evidence requirements:Evidence requirements:1 Managers can explain how they are effective in 1 Managers can explain how they are effective in

leading, managing and developing people.leading, managing and developing people.2 Managers can give examples of how they give 2 Managers can give examples of how they give

people constructive feedback on their people constructive feedback on their performance regularly and when appropriate.performance regularly and when appropriate.

3 People can explain how their managers are 3 People can explain how their managers are effective in leading, managing and developing effective in leading, managing and developing them.them.

4 People can give examples of how they receive 4 People can give examples of how they receive constructive feedback on their performance constructive feedback on their performance regularly regularly and when appropriate.and when appropriate.


Indicator 6:Indicator 6:• People's contribution to the People's contribution to the organisation organisation

is recognised and valued.is recognised and valued.


Evidence requirements:Evidence requirements:1 Managers can give examples of how they 1 Managers can give examples of how they

recognise and value people's individual recognise and value people's individual contribution to the organisation.contribution to the organisation.

2 People can describe how they contribute to the 2 People can describe how they contribute to the organisation and believe they make a positive organisation and believe they make a positive difference to its performance.difference to its performance.

3 People can describe how their contribution to the 3 People can describe how their contribution to the organisation is recognised and valued.organisation is recognised and valued.


Indicator 7:Indicator 7:• People are encouraged to take People are encouraged to take

ownership and responsibility by being ownership and responsibility by being involved in involved in decisionmaking.decisionmaking.

IIP standardIIP standard Evidence requirements:Evidence requirements:1 Managers can describe how they promote a sense of 1 Managers can describe how they promote a sense of

ownership and responsibility by encouraging people to be ownership and responsibility by encouraging people to be involved in decision-making, both individually and through involved in decision-making, both individually and through representative groups, where they exist.representative groups, where they exist.

2 People can describe how they are encouraged to be involved 2 People can describe how they are encouraged to be involved in decision-making that affects the performance of in decision-making that affects the performance of individuals, teams and the organisation, at a level that is individuals, teams and the organisation, at a level that is appropriate to their role.appropriate to their role.

3 People can describe how they are encouraged to take 3 People can describe how they are encouraged to take ownership and responsibility for decisions that affect the ownership and responsibility for decisions that affect the performance of individuals, teams and the organisation, at performance of individuals, teams and the organisation, at a level that is appropriate to their a level that is appropriate to their role.role.


Indicator 8:Indicator 8:• People learn and develop People learn and develop effectively.effectively.


Evidence requirements:Evidence requirements:1 Managers can describe how they make sure 1 Managers can describe how they make sure

people's learning and development needs are people's learning and development needs are met.met.

2 People can describe how their learning and 2 People can describe how their learning and development needs have been met, what they development needs have been met, what they have learnt and how they have applied this in have learnt and how they have applied this in their role.their role.

3 People who are new to the organisation, and 3 People who are new to the organisation, and those new to a role, can describe how their those new to a role, can describe how their induction has helped them to perform effectively.induction has helped them to perform effectively.


Principle 3Principle 3• Evaluating the impact on the Evaluating the impact on the

performance of the organizationperformance of the organization


Indicator 9:Indicator 9:• Investment in people improves the Investment in people improves the

Performance of the organisation.Performance of the organisation.


Evidence requirements:Evidence requirements:1 Top managers can describe the organisation's 1 Top managers can describe the organisation's

overall investment of time, money and resources overall investment of time, money and resources in learning and development.in learning and development.

2 Top managers can explain, and quantify where 2 Top managers can explain, and quantify where appropriate, how learning and development has appropriate, how learning and development has improved the performance of the organisation.improved the performance of the organisation.

3 Top managers can describe how the evaluation of 3 Top managers can describe how the evaluation of their investment in people is used to develop their investment in people is used to develop their strategy for improving the performance of their strategy for improving the performance of the organisation.the organisation.


4 Managers can give examples of how learning and 4 Managers can give examples of how learning and development has improved the performance of development has improved the performance of their team and the organisation.their team and the organisation.

5 People can give examples of how learning and 5 People can give examples of how learning and development has improved their performance, development has improved their performance, the performance of their team and that of the the performance of their team and that of the organisation.organisation.


Indicator 10:Indicator 10:• Improvements are continually made to Improvements are continually made to

the way people are managed and the way people are managed and developed.developed.


Evidence requirements:Evidence requirements:1 Top managers can give examples of how the 1 Top managers can give examples of how the

evaluation of their investment in people has evaluation of their investment in people has resulted in improvements in the organisation's resulted in improvements in the organisation's strategy for managing and developing people.strategy for managing and developing people.

2 Managers can give examples of improvements 2 Managers can give examples of improvements they have made to the way they manage and they have made to the way they manage and develop people.develop people.

3 People can give examples of improvements that 3 People can give examples of improvements that have been made to the way the organisation have been made to the way the organisation manages and develops its people.manages and develops its people.

Conclusion Conclusion

Role of HR has increased with the Role of HR has increased with the development of quality managementdevelopment of quality management• Shift from industry to serviceShift from industry to service• More complex tasks requiring higher More complex tasks requiring higher

skillsskills• Less hierarchical organizations giving Less hierarchical organizations giving

more responsibilities to peoplemore responsibilities to people

Conclusion Conclusion

HR certainly today a key driver of HR certainly today a key driver of organizational performance, but still organizational performance, but still not understood by many not understood by many organizationsorganizations

The people are the mastersThe people are the masters

Edmund BurkeEdmund Burke

Quality and human_resources

Education

hr chapter

employee appraisal chapter

role of human resources

history of quality

human resourceshuman

hr total quality modelchapter

recruitment chapter

human resourcesresources