Quality and human_resources

Quality and HumanQuality and Human
ResourcesResources
J. MartinJ. Martin
Open UniversityOpen University
20072007

ContentContent
 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 andChapter 5: empowerment and
involvementinvolvement
 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 improvedHR one of the keys to improved
organizational performanceorganizational performance
 ““People are our most importantPeople are our most important
asset”asset”
 All quality models include humanAll quality models include human
resourcesresources

 ISO: chapter 6.2.ISO: chapter 6.2.
 M. Baldrige model: box ‘humanM. Baldrige model: box ‘human
resource focus’resource focus’
 EFQM: boxes ‘people’ and ‘peopleEFQM: boxes ‘people’ and ‘people
results’results’
 Investor In People: specific model forInvestor 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: employeeBeginning of XXth century: employee
achieves quality of product throughachieves quality of product through
standardization based on post-tayloriststandardization based on post-taylorist
procedures by developing control = basicprocedures by developing control = basic
leverage (1920)leverage (1920)
 Quality assurance teams achieve qualityQuality assurance teams achieve quality
the on the basis of processes = mediumthe on the basis of processes = medium
leverage (1950)leverage (1950)
 The whole organization is involved in TotalThe 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 executing
The organization is correctly reflected in theThe organization is correctly reflected in the
organization chartorganization chart
This chart is normally stable and characterizesThis 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 lateralThe employee is a part of a lateral
system based on teamssystem based on teams
The employee has a real area ofThe employee has a real area of
decision on the processdecision on the process
The organization chart is only oneThe organization chart is only one
aspect of the complex firmaspect of the complex firm
 Organistic system able to face anOrganistic 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 andEmployee empowerment and
• 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 ofHR director identifies key elements of
HR strategy (skills, recruitment andHR strategy (skills, recruitment and
selection, health and safety,selection, health and safety,
appraisal, benefits, remuneration,appraisal, benefits, remuneration,
training, etc.) in accordance withtraining, 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

PLAN
HR director
Prepares & aligns HR plan
DO
Implement 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 descriptionsSet standards for job descriptions
and job evaluationsand job evaluations
 Provide information to new recruitsProvide information to new recruits
on performance, appraisal, jobon performance, appraisal, job
conditionsconditions
 Focus job descriptions onFocus job descriptions on
responsibilities rather than tasksresponsibilities rather than tasks
 Train managers and supervisors inTrain managers and supervisors in
selection techniquesselection techniques

 Align job descriptions andAlign job descriptions and
competencies for identification ofcompetencies for identification of
people with appropriate skillspeople with appropriate skills
 Ensure employment terms andEnsure employment terms and
conditions meet legislative andconditions meet legislative and
regulatory requirementsregulatory requirements
 Review HR policies regularlyReview HR policies regularly

Skills / CompetenciesSkills / Competencies
 Job descriptions should be based onJob descriptions should be based on
skills and competenciesskills and competencies
 Main skills/competencies include:Main skills/competencies include:
• LeadershipLeadership
• MotivationMotivation
• People managementPeople management
• Team workingTeam working
• Customer focusCustomer focus
• CommunicationCommunication

Skills / CompetenciesSkills / Competencies
Skills/competencies
requirements
Standards
For selection

Chapter 3Chapter 3
Employee appraisalEmployee appraisal

Appraisal processAppraisal process
 Purpose of appraisal:Purpose of appraisal:
• Alignment of personal, team and corporateAlignment 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 business
Performance Performance

Employee reward, recognition andEmployee reward, recognition and
benefitsbenefits
 Rewards based on consistent,Rewards based on consistent,
quality-based performancequality-based performance
 Awards given to employees but alsoAwards given to employees but also
other stakeholdersother stakeholders
 Financial incentives for companyFinancial incentives for company
wide suggestions and new ideawide suggestions and new idea
schemesschemes

Employee reward, recognition andEmployee reward, recognition and
benefitsbenefits
 Internal promotion to encourageInternal promotion to encourage
motivation and enhance job securitymotivation and enhance job security
 Recognition through performanceRecognition through performance
feedback mechanisms, developmentfeedback mechanisms, development
opportunities, pay progressions andopportunities, pay progressions and
bonusesbonuses
 Recognition systems operating at allRecognition 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 clearBriefing of people on key issues in a clear
mannermanner
• Communicate honestly and fullyCommunicate honestly and fully
• Encourage team members to discuss companyEncourage 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:
PLAN
Identify communications
needs
DO
Videos E-mail
Posters Conference
Magazines Newsletters
CHECK
Q steering committees
Appraisal
People surveys
Self-assessment
IMPROVE
Steering committees’ input
benchmarking

 PLAN: HR manager in connection withPLAN: HR manager in connection with
departments, processes, teams, etc.departments, processes, teams, etc.
 DO: Use a mix of media. Be careful aboutDO: Use a mix of media. Be careful about
coherence. Ensure feedback.coherence. Ensure feedback.
 CHECK: Review effectiveness ofCHECK: Review effectiveness of
communication process with different toolscommunication process with different tools
 IMPROVE: Reviews indicate areas forIMPROVE: Reviews indicate areas for
improvement. Quality steering committeesimprovement. 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 andEmployee empowerment and
 Create a work environmentCreate a work environment
encouraging people to takeencouraging 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 andEmployee empowerment and
 Actions favoring involvement:Actions favoring involvement:
• Corporate employee suggestionCorporate employee suggestion
schemes: promotes participativeschemes: promotes participative
managementmanagement
• Company-wide culture changeCompany-wide culture change
programs: workshops, events to raiseprograms: workshops, events to raise
awareness of individuals and teamsawareness of individuals and teams
• Measurement of key performanceMeasurement 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 andTraining 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 individualorganizational, 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 ofWhat 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 andGive feedback to people and

 Training should focus on four mainTraining 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, etcAll errors, rejects, problems, waste, etc
are recordedare recorded
• All members of the organizationAll 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 toQuality audits are carried out to
compare employees’ behaviours withcompare employees’ behaviours with
training objectivestraining objectives
• Training records are keptTraining records are kept

 KnowledgeKnowledge
conversion:conversion: To tacitTo tacit
knowledgeknowledge
To explicitTo explicit
knowledgeknowledge
From tacitFrom tacit
knowledgeknowledge
Sociali-Sociali-
zationzation
ExternaExterna
-lization-lization
FromFrom
explicitexplicit
knowledgeknowledge
Interna-Interna-
lizationlization
Combi-Combi-
nationnation

 Socialization: from one individual toSocialization: from one individual to
other people through sharingother people through sharing
experiencesexperiences
 Externalization: communicateExternalization: communicate
knowledge to othersknowledge to others
 Internalization: explicit knowledge toInternalization: explicit knowledge to
personal knowledge = learningpersonal knowledge = learning
 Combination: creation of commonCombination: 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 qualityTeamwork is fundamental to quality
 Teams must be integrated into theTeams 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 expertisePooling of expertise  more complexmore complex
problems can be tackledproblems can be tackled
 Diversity of knowledge, experience, skillDiversity of knowledge, experience, skill 
solutions more efficientsolutions more efficient
 Participation in managementParticipation in management  greatergreater
motivationmotivation
 Cross-functional approachCross-functional approach  problemsproblems
easier to identifyeasier to identify
 Collective recommendationsCollective recommendations  betterbetter
chances of implementationchances of implementation

TeamworkTeamwork
INDEPENDENCEINDEPENDENCE
EXCHANGEEXCHANGE
TRUSTTRUST
FREE COMMUNICATIONFREE COMMUNICATION
INTERDEPENDENCEINTERDEPENDENCE
T
E
A
M
W
O
R
K
I
N
D
I
V
I
D
U
A
L
S

Individual
needs
TeamworkTeamwork
 Adair’s modelAdair’s model
Team needs
Task needs

TeamworkTeamwork
 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
• RecognitionRecognition

TeamworkTeamwork
 FunctionsFunctions
• Task functions: define task, make plan,Task functions: define task, make plan,
allocate work and resource, controlallocate work and resource, control
quality, check performance, adjustquality, check performance, adjust
• Team functions: set standards, buildTeam 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 needsNo 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, problemsConcern 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 andClarification 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 promptsEach particular situation prompts
leadership (not pre-established rules)leadership (not pre-established rules)
• Collective improvementsCollective improvements

Low Directive Behaviour High
SupportiveBehaviour
High
The 4 leadership styles
Directing
CoachingSupporting
Delegating

Quality circles / Kaizen teamsQuality circles / Kaizen teams
 Kaizen teian: Japanese system forKaizen teian: Japanese system for
generating and implementinggenerating and implementing
employee ideas.employee ideas.
 To improve quality and productivityTo improve quality and productivity
 Focus on participationFocus on participation
 Small-scale improvements: cheapSmall-scale improvements: cheap
and easyand easy
 Accumulation of small improvementsAccumulation of small improvements
 better global performancebetter 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
 ManagementManagement

 Members:Members:
• Train to problem-solving and processTrain to problem-solving and process
control techniquescontrol techniques
• Ability to identify and solve work-relatedAbility to identify and solve work-related
problemsproblems

 Leaders:Leaders:
• Immediate supervisors of membersImmediate supervisors of members
• Trained to lead a circle and beTrained 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 ofCo-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 qualityCommitment 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
• BrainstormingBrainstorming
• 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 discussionRoom arrangement to favour discussion
without hierarchywithout hierarchy
• Meetings usually for one hour once aMeetings usually for one hour once a
weekweek

Process improvement teamsProcess improvement teams
 Team with appropriate knowledge, skillsTeam with appropriate knowledge, skills
and experience to improve processesand experience to improve processes
 Cross-functional and multidisciplinaryCross-functional and multidisciplinary
 Team disbanded when improvementTeam 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 onCore = 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 (improvementFor the end result sought (improvement
of the process)of the process)
• For each meeting of the processFor 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 orAssignments for individual members or
groupsgroups
 Supporting materialSupporting material
 Procedures and rules for using toolsProcedures and rules for using tools

 Assignments: work is carried outAssignments: work is carried out
during meetings but also betweenduring meetings but also between
meetingsmeetings
• Action plans with specific tasks for teamAction plans with specific tasks for team
membersmembers
• Time scaleTime scale
• No assignments decided outsideNo assignments decided outside
meetingsmeetings

 Dynamics: for the leaderDynamics: for the leader
• Create a climate for creativityCreate a climate for creativity
• Encourage all team members toEncourage all team members to
contributecontribute
• Allow different points of view and ideasAllow 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 argumentsReserve judgement until all arguments
have been presentedhave been presented
• Accept responsibility for individualAccept 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 personalityA model of personality
 Myers-Briggs Type Indicator (MBTI)Myers-Briggs Type Indicator (MBTI)
 Identification of personal qualities forIdentification 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’sModel 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 oppositePreference scales based on two opposite
preferences:preferences:
• Extroversion – Introversion: how we prefer toExtroversion – Introversion: how we prefer to
give/receive energy or focus our attentiongive/receive energy or focus our attention
• Sensing – iNtuition: how we prefer to gatherSensing – iNtuition: how we prefer to gather
informationinformation
• Thinking – Feeling: how we prefer to makeThinking – Feeling: how we prefer to make
decisionsdecisions
• Judgement – Perception: how we prefer toJudgement – 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 ofIndividual type is the combination of
the four preferences:the four preferences:
• Ex: ESTJ = Extrovert preferringEx: ESTJ = Extrovert preferring
gathering information with sensing,gathering information with sensing,
making decisions by thinking and as amaking decisions by thinking and as a
judging attitude to the world (i.e. actingjudging 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 aCombination of different types in a
team can build the profile of theteam can build the profile of the
teamteam

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

 Model based on 3 dimensions and 2Model based on 3 dimensions and 2
points of view:points of view:
• Dimensions:Dimensions:
 InclusionInclusion
 ControlControl
 OpennessOpenness
• Points of view:Points of view:
 Expressed behavioursExpressed behaviours
 Wanted behavioursWanted behaviours

 Expressed behaviours:Expressed behaviours:
• Inclusion: make efforts to include otherInclusion: make efforts to include other
peoplepeople
• Control: try to exert control over peopleControl: try to exert control over people
• Openness: make efforts to become closeOpenness: make efforts to become close
to peopleto people

 Wanted behaviours:Wanted behaviours:
• Inclusion: want other people to includeInclusion: want other people to include
youyou
• Control: want other people to controlControl: want other people to control
youyou
• Openness: want other people to expressOpenness: want other people to express
friendly, open feelingsfriendly, open feelings

DimensionDimension If yesIf yes If noIf no
InclusionInclusion 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 ofNo desire of
commitmentcommitment
ControlControl Confidence in self andConfidence in self and
othersothers
Comfort with level ofComfort with level of
Lack of confidence inLack of confidence in
leadershipleadership
Discomfort with level ofDiscomfort with level of
OpennessOpenness Lively, relaxedLively, 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 toBusiness improvement tool designed to
advance an organisation's performanceadvance an organisation's performance
through its people.through its people.
• Developed in 1990 by a partnership ofDeveloped in 1990 by a partnership of
leading businesses and nationalleading businesses and national
organisations in the UKorganisations in the UK
• Reviewed every three years (mostReviewed every three years (most
recent review in November 2004).recent review in November 2004).

Goals of IIPGoals of IIP
 Improved earnings, productivity andImproved earnings, productivity and
profitabilityprofitability
• Skilled and motivated people work harder and betterSkilled and motivated people work harder and better
improving productivityimproving productivity
 Customer SatisfactionCustomer Satisfaction
• Investors in People help employees become customerInvestors in People help employees become customer
focused enabling organisations to effectively meetfocused enabling organisations to effectively meet
customer needscustomer needs
 Improved motivationImproved motivation
• Through employees greater involvement, personalThrough 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, readierimproved retention rates, reduced absenteeism, readier
acceptance of change and identification with theacceptance 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 theirSkilled and motivated people constantly examine their
work to contribute towards reducing costs and wastagework to contribute towards reducing costs and wastage
 Enhanced qualityEnhanced quality
• IIP significantly improves the results of qualityIIP significantly improves the results of quality
programmes. Investors in People adds considerableprogrammes. Investors in People adds considerable
value to The Excellence Model, ISO 9000, BS 5750 andvalue to The Excellence Model, ISO 9000, BS 5750 and
other total quality initiativesother total quality initiatives
 Competitive advantage through improvedCompetitive advantage through improved
performanceperformance
• IIP organisations develop a competitive edgeIIP organisations develop a competitive edge
 Public recognitionPublic recognition
• IIP status brings public recognition for realIIP status brings public recognition for real
achievements measured against a rigorous Nationalachievements measured against a rigorous National
Standard. Being an Investor in People helps to attractStandard. Being an Investor in People helps to attract
the best quality job applicants. It may also provide athe best quality job applicants. It may also provide a
reason for customers to choose specific goods andreason for customers to choose specific goods and
services.services.

IIPIIP
Plan phasePlan phase:: developing strategies todeveloping strategies to
improve the performance of theimprove the performance of the
organisation.organisation.
Four types of strategies are taken intoFour types of strategies are taken into
account:account:
1.1. A strategy for improving the performanceA strategy for improving the performance
of the organization is clearly defined andof the organization is clearly defined and
understoodunderstood
2.2. Learning and development is planned toLearning and development is planned to
achieve the organization’s objectivesachieve the organization’s objectives

IIPIIP
3.3. Strategies for managing people areStrategies for managing people are
designed to promote quality ofdesigned to promote quality of
opportunity in the development ofopportunity in the development of
the organization’s peoplethe organization’s people
4.4. The capabilities that managers needThe capabilities that managers need
to lead, manage and develop peopleto lead, manage and develop people
effectively, are clearly defined andeffectively, are clearly defined and
understoodunderstood

IIPIIP
 Do phaseDo phase:: taking action to improvetaking 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 the2. People’s contribution to the
organization is recognized andorganization is recognized and
valuedvalued

IIPIIP
3.3. People are encouraged to takePeople are encouraged to take
ownership and responsibility byownership 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 impactevaluating the impact
on the performance of theon the performance of the
 Two aspects are taken into account:Two aspects are taken into account:
1.1. Investment in people improves theInvestment in people improves the
performance of the organizationperformance of the organization
2.2. Improvements are continually madeImprovements are continually made
to the way people are managed andto 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 benchmarkingassessment tool and a benchmarking
tool for people management andtool for people management and
development.development.
 MMethod similar to the RADARethod similar to the RADAR
approach of the EFQM model.approach of the EFQM model. BBasedased
on the same 3 principles as theon the same 3 principles as the
Standard, Plan, Do and Review.Standard, Plan, Do and Review.

IIP standardIIP standard
 Principle 1: developing strategies toPrinciple 1: developing strategies to
improve the performance of theimprove the performance of the
organizationorganization
 Indicator 1:Indicator 1:
• A strategy for improving theA strategy for improving the
performance of the organization isperformance of the organization is
clearly defined and understoodclearly defined and understood

 Evidence requirements:Evidence requirements:
1 Top managers make sure the organisation has a1 Top managers make sure the organisation has a
clear purpose and vision supported by a strategyclear purpose and vision supported by a strategy
for improving its performance.for improving its performance.
2 Top managers make sure the organisation has a2 Top managers make sure the organisation has a
business plan with measurable performancebusiness plan with measurable performance
objectives.objectives.
3 Top managers make sure there are constructive3 Top managers make sure there are constructive
relationships with representative groups (whererelationships with representative groups (where
they exist) and the groups are consulted whenthey 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 people4 Managers can describe how they involve people
when developing the organisation's business planwhen developing the organisation's business plan
and when agreeing team and individualand when agreeing team and individual
objectives.objectives.

5 People who are members of representative5 People who are members of representative
groups can confirm that top managers make suregroups can confirm that top managers make sure
there are constructive relationships with thethere are constructive relationships with the
groups and they are consulted when developinggroups and they are consulted when developing
the organisation's business plan.the organisation's business plan.
6 People can explain the objectives of their team6 People can explain the objectives of their team
and the organisation at a level that is appropriateand the organisation at a level that is appropriate
to their role, and can describe how they areto their role, and can describe how they are
expected to contribute to developing andexpected to contribute to developing and
achieving them.achieving them.

• Learning and development is planned toLearning and development is planned to
achieve the organisation's objectives.achieve the organisation's objectives.

1 Top managers can explain the organisation's learning and1 Top managers can explain the organisation's learning and
development needs, the plans and resources in place todevelopment needs, the plans and resources in place to
meet them, how these link to achieving specific objectivesmeet 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 development2 Managers can explain team learning and development
needs, the activities planned to meet them, how these linkneeds, the activities planned to meet them, how these link
to achieving specific team objectives and how the impactto achieving specific team objectives and how the impact
will be evaluated.will be evaluated.
3 People can describe how they are involved in identifying3 People can describe how they are involved in identifying
their learning and development needs and the activitiestheir learning and development needs and the activities
planned to meet them.planned to meet them.
4 People can explain what their learning and development4 People can explain what their learning and development
activities should achieve for them, their team and theactivities should achieve for them, their team and the

• Strategies for managing people areStrategies for managing people are
designed to promote equality ofdesigned to promote equality of
opportunity in the development of theopportunity in the development of the
organisation's people.organisation's people.

1 Top managers can describe strategies they have1 Top managers can describe strategies they have
in place to create an environment wherein place to create an environment where
everyone is encouraged to contribute ideas toeveryone is encouraged to contribute ideas to
improve their own and other people'simprove their own and other people's
performance.performance.
2 Top managers recognise the different needs of2 Top managers recognise the different needs of
people and can describe strategies they have inpeople and can describe strategies they have in
place to make sure everyone has appropriate andplace to make sure everyone has appropriate and
fair access to the support they need and there isfair access to the support they need and there is
equality of opportunity for people to learn andequality 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 people3 Managers recognise the different needs of people
and can describe how they make sure everyoneand can describe how they make sure everyone
has appropriate and fair access to the supporthas appropriate and fair access to the support
they need and there is equality of opportunity forthey need and there is equality of opportunity for
people to learn and develop which will improvepeople to learn and develop which will improve
their performance.their performance.
4 People believe managers are genuinely committed4 People believe managers are genuinely committed
to making sure everyone has appropriate and fairto making sure everyone has appropriate and fair
access to the support they need and there isaccess to the support they need and there is
equality of opportunity for them to learn andequality of opportunity for them to learn and
develop which will improve their performance.develop which will improve their performance.
5 People can give examples of how they have been5 People can give examples of how they have been
encouraged to contribute ideas to improve theirencouraged to contribute ideas to improve their
own and other people's performance.own and other people's performance.

• The capabilities managers need to lead,The capabilities managers need to lead,
manage and develop people effectivelymanage and develop people effectively
areare clearly defined andclearly defined and understood.understood.

1 Top managers can describe the knowledge, skills1 Top managers can describe the knowledge, skills
and behaviours managers need to lead, manageand behaviours managers need to lead, manage
and develop people effectively, and the plansand develop people effectively, and the plans
they have in place to make sure managers havethey have in place to make sure managers have
thesethese capabilities.capabilities.
2 Managers can describe the knowledge, skills and2 Managers can describe the knowledge, skills and
behaviours they need to lead, manage andbehaviours they need to lead, manage and
develop people effectively.develop people effectively.
3 People can describe what their manager should be3 People can describe what their manager should be
doing to lead, manage and develop themdoing to lead, manage and develop them
effectively.effectively.

 Principle 2: taking action to improvePrinciple 2: taking action to improve
the performance of the organizationthe performance of the organization
• Managers are effective in leading,Managers are effective in leading,
managing and developing people.managing and developing people.

1 Managers can explain how they are effective in1 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 give2 Managers can give examples of how they give
people constructive feedback on theirpeople constructive feedback on their
performance regularly and when appropriate.performance regularly and when appropriate.
3 People can explain how their managers are3 People can explain how their managers are
effective in leading, managing and developingeffective in leading, managing and developing
them.them.
4 People can give examples of how they receive4 People can give examples of how they receive
constructive feedback on their performanceconstructive feedback on their performance
regularlyregularly and when appropriate.and when appropriate.

• People's contribution to thePeople's contribution to the organisationorganisation
is recognised and valued.is recognised and valued.

1 Managers can give examples of how they1 Managers can give examples of how they
recognise and value people's individualrecognise and value people's individual
contribution to the organisation.contribution to the organisation.
2 People can describe how they contribute to the2 People can describe how they contribute to the
organisation and believe they make a positiveorganisation and believe they make a positive
difference to its performance.difference to its performance.
3 People can describe how their contribution to the3 People can describe how their contribution to the
organisation is recognised and valued.organisation is recognised and valued.

• People are encouraged to takePeople are encouraged to take
ownership and responsibility by beingownership and responsibility by being
involved ininvolved in decisionmaking.decisionmaking.

1 Managers can describe how they promote a sense of1 Managers can describe how they promote a sense of
ownership and responsibility by encouraging people to beownership and responsibility by encouraging people to be
involved in decision-making, both individually and throughinvolved 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 involved2 People can describe how they are encouraged to be involved
in decision-making that affects the performance ofin decision-making that affects the performance of
individuals, teams and the organisation, at a level that isindividuals, 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 take3 People can describe how they are encouraged to take
ownership and responsibility for decisions that affect theownership and responsibility for decisions that affect the
performance of individuals, teams and the organisation, atperformance of individuals, teams and the organisation, at
a level that is appropriate to theira level that is appropriate to their role.role.

• People learn and developPeople learn and develop effectively.effectively.

1 Managers can describe how they make sure1 Managers can describe how they make sure
people's learning and development needs arepeople's learning and development needs are
met.met.
2 People can describe how their learning and2 People can describe how their learning and
development needs have been met, what theydevelopment needs have been met, what they
have learnt and how they have applied this inhave learnt and how they have applied this in
their role.their role.
3 People who are new to the organisation, and3 People who are new to the organisation, and
those new to a role, can describe how theirthose 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 theEvaluating the impact on the
performance of the organizationperformance of the organization

• Investment in people improves theInvestment in people improves the
Performance of the organisation.Performance of the organisation.

1 Top managers can describe the organisation's1 Top managers can describe the organisation's
overall investment of time, money and resourcesoverall investment of time, money and resources
in learning and development.in learning and development.
2 Top managers can explain, and quantify where2 Top managers can explain, and quantify where
appropriate, how learning and development hasappropriate, 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 of3 Top managers can describe how the evaluation of
their investment in people is used to developtheir investment in people is used to develop
their strategy for improving the performance oftheir strategy for improving the performance of
the organisation.the organisation.

4 Managers can give examples of how learning and4 Managers can give examples of how learning and
development has improved the performance ofdevelopment has improved the performance of
their team and the organisation.their team and the organisation.
5 People can give examples of how learning and5 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 thethe performance of their team and that of the

• Improvements are continually made toImprovements are continually made to
the way people are managed andthe way people are managed and
developed.developed.

1 Top managers can give examples of how the1 Top managers can give examples of how the
evaluation of their investment in people hasevaluation of their investment in people has
resulted in improvements in the organisation'sresulted in improvements in the organisation's
strategy for managing and developing people.strategy for managing and developing people.
2 Managers can give examples of improvements2 Managers can give examples of improvements
they have made to the way they manage andthey have made to the way they manage and
develop people.develop people.
3 People can give examples of improvements that3 People can give examples of improvements that
have been made to the way the organisationhave been made to the way the organisation
manages and develops its people.manages and develops its people.

ConclusionConclusion
 Role of HR has increased with theRole 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 higherMore complex tasks requiring higher
skillsskills
• Less hierarchical organizations givingLess hierarchical organizations giving
more responsibilities to peoplemore responsibilities to people

ConclusionConclusion
 HR certainly today a key driver ofHR certainly today a key driver of
organizational performance, but stillorganizational performance, but still
not understood by manynot understood by many
organizationsorganizations
The people are the mastersThe people are the masters
Edmund BurkeEdmund Burke

Quality and human_resources

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