TRAINING AND DEVELOPMENT
Southwood School: A Case Study in Training and Development
By Fiona L. Robson
Project team Author: SHRM project contributors: External contributor: Editor: Design: Fiona L. Robson Bill Schaefer, SPHR Nancy A. Woolever, SPHR Sharon H. Leonard Courtney J. Cornelius, copy editor Terry Biddle, graphic designer
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Southwood School: A Case Study in Training and Development
caSe StUDY NarratIVe Introduction Southwood school administrators realized that a newly designed performance management system for their support staff 1 would require a formal training program. Designing and implementing the new performance management system was a challenge for the organization; the last system was unpopular with employees, and negative feelings about the value of performance management linger. Case Overview As discussed in the ﬁ rst Southwood case study, some of the issues identiﬁed with the previous performance management system included:
Annual deadlines to complete the process were missed by many staff members. Some staff members were confused about what exactly needed to be completed and when. There were complaints that the previous system was a “waste of time” and that there were no measurable outputs. A trade union representative felt the system was not appropriate for all staff members. Criteria on the forms were irrelevant to support staff. For example, support staff could not set objectives in pupil progress or have lessons observed. There was little attention on identifying training needs, and where needs had been identiﬁed, there was no follow-up with appropriate actions. Appraisals were led by teachers with little knowledge of their appraisees’ jobs. Performance meetings were a one-way process; often, performance goals were identiﬁed before the meeting and without the appraisee’s input. Examples of support staff jobs include: administrative positions (secretaries, administrators); student support positions (learning mentors, learning support assistants, special needs assistants, computer technicians); teacher support positions (teaching assistants, departmental assistants such as science technicians); and strategic/management positions (HR manager, ﬁnance manager, director of administration, director of information technology).
© 2008 Society for Human Resource Management. Fiona L. Robson 1
A new system was designed in consultation with all stakeholders to address the issues raised with the previous system. School leaders felt that a formal training program was vital to ensure all employees supported the new system. This case study demonstrates how the training was designed and delivered and some of the complexities involved in this process. Case Details The case study consists of two parts: I. II. Designing the training program for managers (appraisers). Designing the training program for appraisees.
I. DeSIGNING tHe traINING ProGram For maNaGerS (aPPraISerS). The managers in this case study are the appraisers in the new performance management process. In some cases, they will be teachers with no formal management qualiﬁcations. In other cases, they will be support staff with speciﬁc management...
Bibliography: Additional Reading
Please note that the main text for this case study is Dessler’s Human Resource Management. It is required reading to successfully complete the case. Books Dessler, G. (2005). Human Resource Management. 10th edition. Prentice Hall Ivancevich, J.M. (2006). Human Resource Management. 10th edition. McGraw-Hill. Articles Horwitz, F.M. (1999). The emergence of strategic training and development: the current state of play. Journal of European Industrial Training. 23 (4/5), 180-190. Hughey, A.W., and Mussnug, K.J. (1997). Designing effective employee training progammes. Training for Quality. 5(2), 52-57. Roffe, I. (1999). Innovation and creativity in organisations: a review of the implications for training and development. Journal of European Industrial Training. 23 (4/5), 224-241. Shen, J. (2005). International training and management development: theory and reality. The Journal of Management Development. 24(7), pp. 656-666. Skinner, D., Saunders, M.N.K., and Beresford, R. (2004). Towards a shared understanding of skill shortages: differing perceptions of training and development needs. Education & Training. 46(4), 182-193. Stern, D., Song, Y., and O’Brien, B. (2004). Company training in the United States 1970–2000: what have been the trends over time? International Journal of Training and Development. 8(3), 191-209. Tannenbaum, S.I., and Yukl, G. (1992). Training and Development in work organizations. Annual Review of Psychology. 43, 399-441. Arthur, W., and Bennett, W. (2003). Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features. Journal of Applied Psychology. 88(2), 234-245.
10 © 2008 Society for Human Resource Management. Fiona L. Robson
Internet Sources CIPD (2007). Creative Learning Methods (online). http://www.cipd.co.uk/ subjects/training/trnmthds/creatmthds (Accessed 14 August 2007). CIPD (2007). Identifying Learning and training needs (online) http://www.cipd.co.uk/subjects/training/trnneeds/idtlneeds.htm?IsSrchRes=1 (Accessed 15 August 2007). NWLink (2007). Instructional System Design (online). http://www.nwlink.com/~donclark/hrd/sat.html (Accessed 27 October 2007). Free Management Library (2007). Systematic approaches to Training and Development (online). http://www.managementhelp.org/trng_dev/basics/isd.htm (Accessed 27 October 2007).
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