Human Capital Management Research - Influencing practice and process

Front Cover

Human Capital Management Research

Influencing Practice and Process

A Volume in Contemporary Perspectives in Human Capital and Development

Series Editors:

Bing Ran, Penn State Harrisburg Stephen T. T. Teo, RMIT University, Australia

CONTENTS

1. Is There a New Path to Advancing the Art and Science of Management?

2. Not so “Secondary” Data—The Use of Staff Surveys in Human Capital Management Research

3. Employee Engagement in the Public Sector: What Needs to Change

4. Employee Commitment to the Supervisor: The Role of Side Bets

5. A Three-Stage Approach for the Diagnosis and Reduction of Employee Turnover

6. Recruiting for Commitment and Performance

7. Technology-Based Training: Connecting HR Research With HR Practice

8. Current Themes in Behavioral Business Ethics: Implications for Human Resources Training and Development

9. Performance Management: Common Practice, Unique Practice, and Effective Practice

10. Performance Management as a Strategic Tool for Change

11. Conclusion: Where to From Here?

Contemporary Perspectives in Human Capital and Development

Human Capital Management Research

Influencing Practice and Process

Edited by

Deborah Blackman University of New South Wales

Michael O’Donnell University of New South Wales

and

Stephen T. T. Teo RMIT University, Australia

Information Age Publishing, Inc.

Charlotte, North Carolina • www.infoagepub.com

Preface to the Series

Bing Ran and Stephen T. T. Teo

Introduction

Deborah Blackman, Michael O’Donnell, and Stephen T. T. Teo

NOTE

References

CHAPTER 1

Is There a New Path to Advancing the Art and Science of Management?

David Schmidtchen

WHAT MIGHT WE DO TOGETHER TO IMPROVE THE SITUATION?

References

CHAPTER 2

Not so “Secondary” Data

Tony Cotton, Alastair Warren, and Deborah Blackman

Surveys of staff

STAFF SURVEYS

PRIMARY OR SECONDARY DATA— OR SOMETHING ALTOGETHER DIFFERENT?

THE AUSTRALIAN PUBLIC SERVICE CENSUS

CASE STUDY—THE DEVELOPMENT OF THE APS EMPLOYEE ENGAGEMENT MODEL

CASE STUDY: MEASURING APS CULTURE

Conclusion

NOTE

REFERENCES

CHAPTER 3

Employee Engagement in the Public Sector

Natalie Jones and Sally Sambrook

THE PUBLIC SECTOR

ACADEMIC RESEARCH ON EMPLOYEE ENGAGEMENT

Definitions

How We Know About Employee Engagement

What Do We Know About Employment Engagement in the Public Sector?

Our Research on the Practice of Employee Engagement in the Public Sector

Figure 3. 1. EE practices in the public sector: Observed and reported, 2010-2011

What needs to change about employee engagement in practice?

Conclusion

NOTE

References

Table 3.1. Autoethnography-Inspired Employee Engagement in the Public Sector

Figure 4. 1. Two step side-bet process impacting employee-commitment.

CHAPTER 4

Employee Commitment to the Supervisor

Damian West

WHAT IS KNOWN?

Location of the Research

HOW IS EMPLOYEE COMMITMENT DEVELOPED?

EMPLOYEES INVEST THEIR TIME TO BUILD A RELATIONSHIP

THE IMPACT OF FRACTURING THE EMPLOYEE-SUPERVISOR RELATIONSHIP

SIDE BET REEMERGE IF THE EMPLOYEE RELINKS

INVESTING IN THE FUTURE

CONCLUSION

References

Table 5.1. Prototypes Associated With the Unfolding Model’s Pathways

CHAPTER 5

A Three-Stage Approach for the Diagnosis and Reduction of Employee Turnover

Gerrit J. M. Treuren and Julie Goods

Introduction

Why Do people Leave? The Unfolding Theory of Turnover

Shocks, Plans, and Image Violation

Separation Paths

Why do People Stay? Job Embeddedness Theory

Ready to Leave or Wanting to Stay? Employee Proximal Withdrawal States

Integrating UFT, JET and Proximal Withdrawal State Into a Retention Strategy

Stage 1: Diagnosing an Organization’s Turnover

Stage 2: Surveying for Employee Embeddedness

Stage 3: The “Staying Interview”

The Three Stages Together or Separately

References

Table 5.2. Length of Service and Time Taken to Decide to Leave, in Months and Pathway

Figure 5. 1. Employee embeddedness as a buffer to shock, dissatisfaction, and plan.

Figure 5. 2. Employee organizational embeddedness (OE) as a buffer to the negative effect of psychological contract breach (PCB) on leaving intention.

Table 5.3. Management Activities Aimed at Increasing Embeddedness

Table 5.4. Employee Embeddedness Scores

Table 5.5. Employee Withdrawal States

Table 5.6. Employee Withdrawal States in Five Organizations (%)

Table 5.7. Employer Risk and Management Response

Table 5.8. Percentage of Proximal Withdrawal State Cohort in 2011 and 2012 who had Left by 2014 and Selected Attitudinal Scores

Figure 5. 3. Three stages of diagnosis and reduction of turnover.

CHAPTER 6

Recruiting for Commitment and Performance

Samantha Johnson

THE STATE OF ORGANIZATIONAL COMMITMENT: A DEFINITION

Commitment Profiles

THE LINK BETWEEN COMMITMENT AND PERFORMANCE

COMMITMENT, PERFORMANCE AND HRM PRACTICES

Methodology

1. What levels of continuance commitment are experienced by a group of Australian federal public servants?

2. In what way, if any, does continuance commitment differ for this group of public service employees?

3. What implications are evident for HRM practices in the Australian public sector context?

WHAT COMMITMENT LOOKED LIKE IN THIS SETTING

IDENTIFICATION OF A UNIQUE COMMITMENT PROFILE

Organizational commitment and performance— linked to large-scale recruitment

RECRUITMENT AS AN INFLUENCE ON COMMITMENT

Conclusion

References

Table 7.1. Learning Objectives

Table 7.1. (Continued)

CHAPTER 7

Technology-Based Training

Adam M. Kanar, Matisha Montgomery, Rebecca L. Fraser, and Tara S. Behrend

TBT DESIGN: THEORY VERSUS PRACTICE

Theory-based instructional design process

CASE STUDY

NEEDS ASSESSMENT

COURSE DESIGN AND DEVELOPMENT PROCESS

LEVERAGING TECHNOLOGY TO ACHIEVE LEARNING GOALS

EFFECTIVENESS OF THE TBT PROGRAM

Lessons learned and recommendations for the future

References

Table 7.2. Course Design Elements

Table 7.3. Course Structure

CHAPTER 8

Current Themes in Behavioral Business Ethics

Sheldene Simola

WHY BEHAVIORAL BUSINESS ETHICS?

RESEARCH IN BEHAVIORAL ETHICS: SOME KEY FINDINGS

CONTEXTUAL GUIDELINES FOR HUMAN RESOURCES TRAINING AND DEVELOPMENT

Contextual Guidelines

1. In order for the positive effects of ethics-related training and development to be fully realized, the organization itself must be committed to an ethical culture. If ethics are peripheral rather than central to organizational strategy, then ethic...

2. In terms of actual implementation of ethics-related training and development, it should be noted that one size does not fit all (Garavan & McGuire, 2010). Rather, different HR roles and approaches might emerge through consideration of a range of v...

3. A needs assessment is often a useful starting point. Although research within behavioral ethics suggests various areas on which training and development initiatives might fruitfully focus, it is also important to understand the unique concerns and...

4. Include information not only on compliance to legal requirements, but also on the use of values in ethical decision making and action. Research on the relationship between employee perceptions of training program orientations and employee attitude...

5. Use training and development techniques that are likely to be effective. Although ethics-related training often occurs as part of orientation for new employees (Sekerka, 2009), it has been noted that development of ethics-related skills is often a...

6. It is also important to use training that promotes subsequent transfer of newly acquired skills into the actual work of participants. Transfer of training can be facilitated in various ways, including through the use of meta-cognitive strategies i...

7. In order to have a strategic impact, outcomes should be assessed (Sloan & Gavin, 2010). However, assessment of outcomes, such as trainee satisfaction, knowledge or skill acquisition, are likely to be insufficient. Rather, assessing the extent to w...

Summary

References

Table 9.1. Performance Management Practices, Assumptions, and Theories

CHAPTER 9

Performance Management

Alan Colquitt

Introduction

Research Support—Theories and Assumptions Underlying Performance Management Practices

Summary of Research Support

Next-Generation Performance Management

NGPM Practices

CONCLUSION

References

Table 9.2. The Path to Next Generation Performance Management

Table 9.3. Next Generation Performance Management Practices

Table 9.3. (Continued)

Table 10.1. Case Studies Used in This Study

CHAPTER 10

Performance Management as a Strategic Tool for Change

Deborah Blackman, Fiona Buick, Michael O’Donnell, Janine O’Flynn, and Damian West

PERFORMANCE MANAGEMENT AS A HIGH PERFORMANCE WORK CHARACTERISTIC

METHODOLOGY

DEVELOPING A NEW PERFORMANCE MANAGEMENT FRAMEWORK

USING THE PERFORMANCE MANAGEMENT FRAMEWORK

Conclusion

References

Table 10.2. Overall Participant Sample

Table 10.3. Illustrative Quotes Developing the Themes

2. Lack of clarity regarding what high performance affects change outcomes as: “Change doesn’t seem to be managed that well in terms of people communicating what the objectives are and having that filtered down to staff so that they know what’s...

2. “In 20 years, every performance management issue I’ve dealt with, with the exclusion of one or two … have been about complete lack of clarity of what they were supposed to be doing” (Senior manager, F).

2. “I’ve had the benefit of working for a really strong [senior executive service] hierarchy, so in developing [performance agreements] we’ve always got the departmental plan and synthesized that down into a cluster plan, synthesized that down ...

2. “[I’ve] just been doing that this morning; banging my head, just going ‘we can’t just recruit people.’ First of all we’ve got to work out … are they the right people working … but then, having brought them in … we’d just need t...

2. Mutuality enables employees to adapt to change through maintaining awareness of changing priorities: ‘the hypothesis [that] “OK 1 July 2012, 20% cut in resources’ … ‘What are we going to stop doing? What are we going to do differently?...

Table 10.3. (Continued)

2. Lack of consultation often meant that many employees felt unprepared for the change and as though it was thrust upon them: “What I believe we don’t tend to do is communicate what we know to be indicators of change until the change is almost in...

2. “We have to have staff who are agile, who are flexible, who can respond to changed circumstances, particularly novel changed circumstances, in a way that … enables us … to meet the needs of the minister and to meet the needs of the departmen...

2. “So, I think we identify the … resting points along the way … you know when you’re hiking up a mountain or something, you stop at a couple of different places and look back to where you’ve come from and you look forward to where you go. ...

2. “We sometimes here fall into the trap of too much process to measure what you’re doing, and lose sight of the outcome. So personally I think our current business plan process has set up all these activity plans, and everyone’s got to do a mo...

Table 10.3. (Continued)

2. “I’ve had several supervisors who are in their 30s maybe, and they just have no … managerial experience. It’s just so obvious to me what they’re lacking. There’s not a system in place to make sure that if someone is in charge of someon...

2. “Accepting that that’s the fact that we can’t do all of those things to the extent that we would like … acknowledge the constraints in which we work, and that if we are to be high performing that we are going to need to reprioritize our fo...

Figure 10. 1. A framework for performance management.

Table 10.4. Explanation of the Principles and Foundations

Table 10.4. Explanation of the Principles and Foundations

Figure 10. 2. Using the performance management framework as a strategic tool for change.

CHAPTER 11

Conclusion

Deborah Blackman, Michael O’Donnell, and Stephen Teo

TYPES OF DATA USED

HOW THE RESEARCH IS PRESENTED

LEVEL OF COMPLEXITY PRESENTED AROUND A TOPIC

THE CONTEXTUAL/PREDICTION DIVIDE

WHO ARE THE RESEARCHERS

WHERE NEXT?

NOTE

References

About the Contributors

Editors

CONTRIBUTORS

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