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THE HUMAN RESOURCE FRAME

THE HUMAN RESOURCE FRAME. Ryan Macleod Beth Veale Linda Zaharia Nicole Dalwood. HELP WANTED:. Wanted: Labourer Must be passive, lazy, mindless and uncritical. To work for company where bottom line is everything, so you won’t be trained and employees don’t matter. Call 555-5555.

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THE HUMAN RESOURCE FRAME

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  1. THE HUMAN RESOURCE FRAME Ryan Macleod Beth Veale Linda Zaharia Nicole Dalwood

  2. HELP WANTED: Wanted: Labourer Must be passive, lazy, mindless and uncritical. To work for company where bottom line is everything, so you won’t be trained and employees don’t matter. Call 555-5555. Wanted: Labourer Skilled labourer, willing to work, train and think critically in a team-based environment. To work for a company that values employees and customers. if you think you might be a fit for our company call 444-4444.

  3. Human Resource: Core Assumptions 1) organizations exist to meet human needs, not the opposite as in structural framework 2) people and organizations need each other 3) a good fit benefits both (Bolman & Deal, p. 122)

  4. A Brief History of Needs: Abraham Maslow Source: abrahammaslow.net, 2010Source: commons.wikimedia.org, 2010

  5. Needs History: Douglas McGregor In Theory X, workers are: -passive -lazy -have little ambition -want to be led -resist change In theory Y, managers should: -arrange conditions for workers to achieve their own goals -align goals with employee self-interest Bolman & Deal, p. 125-126 Source: wrightresults.com, 2010

  6. Needs History: Chris Argyris -developed the theory of adult personality -people have “self-actualization trends” -felt organizations treated workers like children -person-structure conflict is built into traditional organizations Bolman & Deal, p. 126-127

  7. Modern World Clip Source: http://www.youtube.com/watch#!v=w-HaDjH6Igk&feature=related

  8. What if Needs Aren’t Met absenteeism/quitting become indifferent restrict output, deception, featherbedding, sabotage try to climb to better jobs make alliances to help balance out power distribution teach children work is unrewarding Bolman & Deal, p. 128-130

  9. Source: http://www.youtube.com/watch?v=NOmGSwOjgeY

  10. Two Opposing Positions Lean & Mean global competition rapid change turbulance quick shifts in environment Bolman & Deal, p. 134-137 Investing in People information intensive higher skill well-trained loyal employees

  11. McWane (Lean & Mean) Historically bad reputation for safety and environmental violations (Bolman & Deal, p. 120) McWane committed to better safety conditions in 2002, after admitting to ignoring and violating safety rules (Bolman & Deal, p.121) Did they??? Now, according to the McWane website (2010), founder, J.R. McWane, stated in 1921, “the most satisfactory result is the promotion of teamwork and the spirit of cooperation.” McWane (2010)now states it is putting that philosophy into practice. That they are and industry leader now in quality, efficiency, workplace safety, environmental stewardship, and community involvement

  12. American Cast Iron (Investing in People) American Cast Iron (ACIPCO) states (2010) that it is long known for quality and service. ACIPCO’s mission is to operate according to the ‘Golden Rule’, “treating customers, clients and employees the way they would want to be treated” (ACIPCO, 2010) Website has Espanol link, ISO, ANSI Source: www.blog.al.com

  13. Builders and Wreckers I watched them tearing a building down, a gang of men in a busy town. With a ho, heave, ho, and a lusty yell they swung a beam and a wall fell. I asked the foreman, “Are these men skilled like the men you’d hire if you had to build?” He laughed as he replied, “No, indeed just common labour is all I need. I can easily wreck in a day or two what builders have taken years to do.” I asked myself as I went away, which of these roles have I tried to play? Am I a builder who works with care measuring life by rule and square? Or am I a wrecker who walks the town content with the labour of tearing down? -Author unknown

  14. Improving Human Resource Management: Effective human resource management is not a puzzle in itself, however it does require many significant pieces or principles.

  15. Principle I : Build and implement an HR strategy Specific Practices: *successful organizations work together to create a shared philosophy, ensuring that it is (a) understood (b) implemented

  16. Principle II:Hire the Right People Specific Practice *successful organizations know what they are looking for in an employee; the kind of person that will work collaboratively to achieve its goals.

  17. Working together & Hard working

  18. Principle III:Keep them Specific Practices *successful organizations utilize incentives such as (a) promotion from within (b) attractive benefits (c) job protection to retain its employees.

  19. Job-related Recognition “If I were a medical man, I should permit a holiday to any patient who considered his work important”. Bertrand Russell Source: http://www.notablequotes.com

  20. Principle IV:Invest in them Specific Practice *successful organizations place importance on quality training and resources

  21. “Tell me – I know, show me – I see, involve me – I understand”. Carl Orff Source: http://www.brainyquotes.com

  22. Principle V:Empower Employees: Specific Practices *successful organizations (a) provide support (b) applaud participation and shared decision making (c) encourage teamwork and capacity building

  23. “Oh it is excellent to have a giant’s strength but it is tyrannosaurus to use it like a giant”. William Shakespeare Source: http://www.notable-quotes.com

  24. Principle VI:Promote Diversity Specific Practices *successful organizations make diversity a priority and encourage it hold managers accountable for building it into their daily practice

  25. “We all should know that diversity makes for a rich tapestry and we must understand that all the threads of the tapestry are equal no matter what their colour”. Maya Angelou Source: http://www.thinkesit.com

  26. Successful Organizations In Chapter 7 of “Reframing Organizations: Artistry, Choice, and Leadership, Bolman and Deal (2008) suggest that Southwest Airlines and NUMMI are two successful companies that incorporate these six basic human resource strategies. These claims are supported in the literature on effective organizations (O’Reilly & Pfeffer, 2000). Parallels: In their book, “Schooling By Design”, ( 2007) Wiggins & McTighe present a similar argument utilizing the context of the school as an organization.

  27. The Context of the School Build an HR Strategy: “Schooling at its best reflects a purposeful arrangement of parts and details organized with deliberate intention, for achieving the kinds of learning we seek. A mission summarizes what we are in business to accomplish in learners. To honour it, we have to ensure that schooling is organized to accomplish it” (Wiggins & McTighe Pp. 9-10, 2007). Hire the Right People: Wiggins and McTighe suggest that “leaders have to wait for the right person to fill a key job and must look beyond paper credentials (p. 181). In addition, they encourage all educational leaders “with hiring in their purview to carefully examineexisting selection protocols and make any changes necessary to choose candidates better matched to the identified mission and program needs” (p.182).

  28. Keeping Them: Once the right people are in place, retaining them through permanent contracts and effective leadership is essential. Investing in them: According to Wiggins and McTighe, (Since) “Ongoing professional learning and continued staff development enable teachers and administrators to keep abreast of emerging research and best practices … effective academic leaders communicate to staff that continuous learning is an expected part of their jobs, and they orchestrate varied opportunities for on-going, job-embedded, and results-oriented professional development” (p. 183).

  29. Promoting diversity: While the literature on staff diversity in the school environment is limited, Leithwood et al (2008) assert that “ … the most successful school leaders are open-minded and ready to learn from others” (p. 7). Treating every employ with respect, regardless of their physical characteristics, race and/or religious affinity is also maintained by Pellicer who states that: “Caring makes it possible to build organizations that attract, retain, and develop the most able and talented people available. Caring makes it possible for leaders to build organizations where employees are fully engaged in their work, resulting not only in stronger, more productive organizations but also in happier, healthier human beings with a better quality of life (2008, p.33).

  30. Interpersonal and Group Dynamics

  31. Interpersonal Dynamics Skills in understanding and handling interpersonal relationships are essential for good management, powerful leadership and effective organizations. 3 Key Questions About Relationships What is really happening in this relationship? Why do other people behave as they do? What can I do about it?

  32. Interpersonal Dynamics Argyris and Schon’s Theories for Action Espoused Theory: How individuals describe, explain, or predict their own behaviour Theory-in-use: Guides what people actually do Significant discrepancies between espoused and theories-in-use.

  33. Interpersonal Dynamics Source: Smith, M.K. (2001)

  34. Model I Self protection – an organization is a dangerous place where you have to look out for yourself or someone else will do you in, Problem is caused by other people Develop a unilateral diagnosis and solution Since they caused the problem, they should change If they resist or become defensive, confirms they were the problem Respond to resistance with intensifying pressure If unsuccessful, it’s the other persons fault Model I patterns of interpersonal interaction that blame others and limit learning.

  35. Model II Model II Theory: Argyris & Schon’s alternative to Model I Emphasizes common goals Communicate openly, test beliefs publicly Combines advocacy with inquiry Seeks understanding of other’s thoughts and feelings Openness carries risk. Saves time in conflict management

  36. Model II ADVOCACY AND INQUIRY Table 8-2 Advocacy High Low Low High Inquiry Source: Bolman & Deal, 2008

  37. Emotional Intelligence Emotional Intelligence: Awareneness of self and others, able to deal with emotions and relationships (Salovey and Mayer) Daniel Goleman’s Emotional intelligence EI more important than IQ Individuals with low EI and high IQ are dangerous in the workplace

  38. Management Styles Leadership has powerful impact on productivity and morale Lewin, Lippitt and White Autocratic – productive/joyless Democratic – productive/positive Laissez-Faire – aimlessness/confusion Fleishman and Harris – 2 dimensions of interpersonal style Initiating structure – to what degree a manager actively structures subordinates activities Consideration of others – how much a manager shows concern for and sensitivity to people

  39. Management Styles - Tools Meyers-Briggs Inventory Tool to understand personality type to understand and appreciate differences and build a common language 16 types: Introversion/Extraversion; Sensing/Feeling; Thinking/Feeling; Judging/Perceiving Big 5 Model of Personality – preferred by academic psychologists Extraversion Agreeableness Conscientiousness Neuroticism Openness to experience

  40. Groups and Teams in Organizations

  41. Groups and Teams in Organizations

  42. Further ReferenceKen Robinson: Bring on the Learning Revolution There is a crisis of Human Resources Education needs to transform from a industrial to an agricultural model Learning is organic Create personalized conditions for growth so students can flourish Need to find and make use of our individual talents Human talent is diverse and human communities depend on a diversity of talent Ken Robinson: Bring on the Learning Revolution - TED http://vodpod.com/watch/3695367-sir-ken-robinson-bring-on-the-learning-revolution

  43. Application 1 Black (2004) discusses the following case: At The University of North Carolina at Greensboro, an admissions position was sacrificed to create a manager of organizational learning position. Eighty percent of a limited pool of discretionary funds has been redirected to staff incentives for engagement in learning activities. These activities range from topical salons, book clubs, workshops, internal conferences, guest lectures, leadership programs, new staff orientation programs, and a student-for-a-day experience to social events.

  44. Application 1 continued Participating staff earn learning points which are recorded in a student services intranet. Staff can produce a learning transcript for any purpose and can redeem points for awards such as a gift certificate to the local mall, a travel grant to a conference, tuition for a class, or a massage from a professional massage therapist.

  45. Application 1 continued Question: How does this exemplify Human Resource Framework thinking?

  46. Application 2 Share from your experience an example of an organization that did not utilize the Human Resources Frame effectively, and add one change you would have made.

  47. Summary 1) Leaders and organizations should pay attention to the needs of their employees. When a job is satisfying, employees are more likely to be committed to the organization and be more productive. 2) Effective HR management is about ethical leading. 3) Leaders need to be competent in interpersonal skills to help individuals and groups work to their potential.

  48. For Consideration:Questions for Further Thought How do successful schools compare to successful companies? How do we define successful schools? Do successful schools utilize the principles of Human Resources Management? Why or why not? What gaps are there is the research and/or what warrants further attention? Can you think of a school or organization that you worked at that you would consider to be successful? In your opinion what made it so?

  49. References Anderson, L. (1997) Argyris and Schön's theory on congruence and learning [On line]. Available at http://www.scu.edu.au/schools/gcm/ar/arp/ argyris.html Anonymous. (2010). Welcome to McWane. Retrieved from http:// www.mcwane.com/welcome/index.cfm#cont Argyris, M. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass. Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley. Argyris, C., Putnam, R., & McLain Smith, D (1985) Action Science, Concepts, methods, and skills for research and intervention, San Francisco: Jossey-Bass. Black, J. (2004). Defining enrolment management: The structural frame. College and University Journal, 79, 4, pp. 37–39. Bolman, L.G., & Deal, T.E. (2008). Reframing Organizations: Artistry, choice and leadership. San Francisco, CA: Jossey-Bass Hubbard, Russell. (2010). Birmingham’s ACIPCO to cut another 59 jobs. Retrieved from http://blog.al.com/businessnews/2010/09/ acipco_to_cut_another_59_jobs.html

  50. References Slide 2 Leithwood, K. et al (2008). Seven strong claims about successful school leadership, Vol. 28, 1, 27-42. McGregor, D. (2006). The Human Side of Enterprise. New York, NY:McGraw- Hill. O’Reilly, C. A. III & Pfeffer, Jeffrey (2000). Hidden value: how great companies achieve extraordinary results with ordinary people. Harvard Business SchoolBooks. Abstract downloaded October 12, 2010 from: http://web.ebscohost.com.ezproxy.lib.ucalgary.ca Pellicer, L. (2008). Caring enough to lead: how reflective practice leads to moral leadership (3rd ed.). California: Corwin Press. Robinson, K. (2010) Bring on the Learning Revolution – TED http:// vodpod.com/watch/3695367-sir-ken-robinson-bring-on-the- learning-revolution Smith. M.K. (2001). Chris Argyris: Theories of Action, Double-loop learning and organizational learning. Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/argyris.htm Wiggins, G. & McTighe, J. (2007). Schooling by design: mission, action, involvement. VA: Alexandria. Association for Supervision and Design

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