APPENDIX A: ASSIGNMENT COVER SHEET

ASSIGNMENT COVER SHEET

Bester
Surname
Samantha
First Name/s
136527
Student Number
Strategic Training and Development
Subject
1
Assignment
Number

Tutor’s Name
Durban
Examination Venue

Date Submitted
√
Submission (√) First Submission Resubmission

95 Alabama Road
Postal Address
Austerville
Durban
4052
[email protected]
E-Mail
N/A (Work)
(Home)
Contact Numbers
(Cell) 0783885533
Jan 2022 Intake
Course/Intake

Declaration: I hereby declare that the assignment submitted is an original piece of work produced by myself.

Signature: Date: 18 April 2022

1
Table of Contents
QUESTION 1 ......................................................................................................................................................... 3
HRD Functions at TIFF .......................................................................................................................................... 3
Introduction........................................................................................................................................................ 3
Conceptualising Human Resource Development ............................................................................................... 3
HRD Functions at TIFF ..................................................................................................................................... 3
Training and Development (T&D) ................................................................................................................ 4
Organization Development ........................................................................................................................... 5
Career Development ..................................................................................................................................... 6
The Features of TIFF’s HRD Practices .............................................................................................................. 7
Conclusion ......................................................................................................................................................... 7
QUESTION 2 ......................................................................................................................................................... 8
Training Needs Analysis at TIFF ........................................................................................................................... 8
Introduction........................................................................................................................................................ 8
Types of Needs Analyses ................................................................................................................................... 8
How TIFF can Conduct a Training Needs Analysis .......................................................................................... 9
Step 1: Identify the Business Need ............................................................................................................. 10
Step 2: Perform a Gap Analysis .................................................................................................................. 10
Step 3: Assess Training Options ................................................................................................................. 11
Step 4: Report Training Needs and Recommend Training Plans ................................................................ 12
Conclusion ....................................................................................................................................................... 12
QUESTION 3 ....................................................................................................................................................... 13
Training and Development Programmes at TIFF ................................................................................................. 13
Introduction...................................................................................................................................................... 13
Outsourced Training and Development ........................................................................................................... 13
Conceptualising Outsourced Electronic On-the-Job Forms of Training at TIFF ........................................ 13
The benefits of Outsourced Electronic On-the-Job Forms of Training ....................................................... 14
Training Based on HR Wellness Programs ................................................................................................. 15
Off-the-Job Training Methods and Benefits for TIFF ..................................................................................... 15
Off-The-Job Training Methods ................................................................................................................... 16
QUESTION 4 ....................................................................................................................................................... 18
Performance and Coaching at TIFF ...................................................................................................................... 18
Conceptualising Performance Management .................................................................................................... 18
Conceptualising Coaching ............................................................................................................................... 19
Review of the Relationship between Performance Management and Coaching .............................................. 20
Two Coaching Approaches .............................................................................................................................. 20
The Kinlaw Process .................................................................................................................................... 21
The Fournies Process .................................................................................................................................. 21
BIBLIOGRAPHY ................................................................................................................................................ 23

2
QUESTION 1
HRD Functions at TIFF

Introduction

Employees are the most vital ingredients of organizational success. It is only fitting that modern
companies like Toronto International Film Festival (TIFF) have a dedicated human resource
department that manages and optimizes this valuable strategic resource. One of the HR
department core functions is employee (human resource) development. Human resource
development is a framework for managing, developing, and optimizing employee skills,
abilities and competence. This strategic framework enhances organizational effectiveness by
improving employee performance and capability. Human resource development develops the
workforce by facilitating career development and employee training. As such, it is a critical
contributor to the overall organizational performance. Specifically, the framework guides
organizations on the best strategies, activities, benefits, and opportunities to enhance employee
knowledge, experience, and capabilities (Stone & Dulebohn, 2018).

Conceptualising Human Resource Development

The case study indicates examples of opportunities, activities, and benefits included in human
resource development at TIFF which are branched into mentoring programs, tuition, employee
coaching, and performance management. The underlying aspects of development programs at
TIFF focus on creating a superior workforce. This approach by TIFF allows individuals and
the organization at large to accomplish set goals and objectives (Stone & Dulebohn, 2018).
Notably, TIFF have numerous internal and external opportunities to develop and improve their
workforce. These opportunities may involve informal learning such as collaboration with
highly trained professionals, mentorship programs by highly experienced members, and
manager coaching. Alternatively, the strategies can be formal, such as pursuing college
courses, implementing organizational change, classroom sessions, and training by consultants
or staff (Feloni, 2017).

HRD Functions at TIFF

The following functions are integral to the Human Resource process at TIFF.

3
Training and Development (T&D)

One of TIFF’s five core values is “People Are Our Strength”, which depicts the company’s
commitment to development of personnel. This value drives the company’s emphasis on talent
development, and inspires the firm to overcome limited resources to deliver for its employees.
The company delivers meaningful training and experiences to its staff in order to support both
career growth, and the needs of the business. The backbone of these development initiatives is
its professional development programme, HR360.

Training and development (T&D) at TIFF depicts a focus on changing or improving the
knowledge, skills, and attitudes of individuals. Training typically involves providing
employees the knowledge and skills needed to do a particular task or job, though attitude
change may also be attempted. Developmental activities, in contrast, have a longer-term focus
on preparing for future work responsibilities, while also increasing the capacities of employees
to perform their current jobs (Bizer et al., 2015).

T&D activities begin when a new employee enters the organization, usually in the form of
employee orientation and skills training. Employee orientation is the: process by which new
employees learn important organizational values and norms, establish working relationships,
and learn how to function within their jobs. The HRD staff and the hiring supervisor generally
share the responsibility for designing the orientation process, conducting general orientation
sessions, and beginning the initial skills training. Skills and technical training programs then
narrow in scope to teach the new employee a particular skill or area of knowledge (Jepsen &
Grob, 2017).

Once new employees have become proficient in their jobs, HRD activities at TIFF focus more
on developmental activities specifically, coaching and counseling. In the coaching process,
individuals are encouraged to accept responsibility for their actions, to address any work-
related problems, and to achieve and to sustain superior performance. Coaching involves
treating employees as partners in achieving both personal and organizational goals. Counseling
techniques are used to help employees deal with personal problems-that may interfere with the
achievement of these goals. Counseling programs at TIFF may address such issues as sub-
stance abuse, stress management, smoking cessation, or fitness, nutrition, and weight control
(Feloni, 2017).

4
Different T&D programmes at TIFF allowed the organisation to get a better understanding of
the different skills individuals have. It gave the company an opportunity to create stretch and
lateral growth opportunities for its staff, resulting in increased engagement and morale.

Organization Development

TIFF in 2010 that moved into its permanent home, the TIFF Bell Lightbox, which allowed the
organisation to expand its programming to run year-round. This was a significant growth stride
towards achieving its vision to “Be the Global Centre for Film Culture”. This demonstrates
aspects of Organisational Development (OD) at the company. With approximately 250 year-
round employees, TIFF expanded up to 1000 employees for the Festival every September.

Organization development (OD) is defined as the process of enhancing the effectiveness of an

organization and the wellbeing of its members through planned interventions that apply
behavioral science concepts. It emphasizes both macro and micro organizational changes:
macro changes are intended to ultimately improve the effectiveness of the organization,
whereas micro changes are directed at individuals, small groups, and teams. For example, TIFF
has sought to improve organizational effectiveness by introducing HR Wellness programs that
require fundamental changes in work expectations, reward systems, and reporting procedures
(Jepsen & Grob, 2017).

The role of the HRO professional at TIFF involved seems an intervention is to function as a
change agent. Facilitating change often requires consulting with and advising line managers on
strategies that can be used to effect the desired change. The HRD professional may also become
directly involved in carrying out the intervention strategy, such as facilitating a meeting of the
employees responsible for planning and implementing the actual change process. Clearly the
organisational development at TIFF includes making improvements to the organizational
structure, culture, processes, etc. through activities like performance evaluation, change
management, succession planning, process analysis and team building (Jepsen & Grob, 2017).

XStone & Dulebohn, 2018 proposes that the first step in organizational development is to
discover its internal problems and weaknesses, and then work towards solving them. The
organization should try to become a more functional unit by fostering a close relationship
among its various units. Another main function of the HRD is the organizational change and
development. At TIFF and at other organisations this may involve organizational diagnosis,
team building, task force and other structural and process interventions such as role
development, job enrichment, job re-designing etc.

5
Career Development

The case study indicates that as TIFF continued to grow, the organisation encountered an
increasing appetite for training and professional development outside of established courses.
Given the organisation’s budgetary constraints, the company needed to find new ways to
deliver on this expectation. That is what led to the launch of the “Subject Matter Expert
Programme”, a new co-learning initiative that allowed the enterprise to identify and engage
internal SMEs with expertise ranging from public speaking, to organizational skills and film
bookings to lead educational workshops for their colleagues. The growing employee
population at TIFF brought a wealth of new experience to the firm which was seen as a great
opportunity to leverage, engage, and empower them to share.

The case study indicates a holistic process of career development. Career development is an
ongoing process at TIFF by which individuals progress through a series of stages, each of
which is characterized by a relatively unique set of issues, themes, and tasks. Career
development involves two distinct processes: career planning and career management. Career
planning involves activities performed by an individual, often with the assistance of counselors
and others, to assess his or her skills and abilities in order to establish a realistic career plan.
Career management involves taking the necessary steps to achieve that plan, and generally
focuses more on what the organization can do to foster employee career development. There is
a strong relationship between career development and T&O activities. Career plans can be
implemented, at least in part, through an organization’s training programs (Stone & Dulebohn,
2018).

Career development is an approach to match employee goals with the requirements of the
organization. The interests, values, abilities and competencies of the individuals are identified
to analyse how their skills can be developed for future jobs. At an individual level, career
development includes career planning and career awareness. Mentoring, providing career
counselling, career development workshops, human resource planning are the steps the
organization takes for career development (Stone & Dulebohn, 2018).

Career planning as stated is a systematic process by which an individual selects his career goals
and the path to these goals. From the organisation’s point of view, career planning means
helping the employees to plan their career in terms of their capacities within the context of the
organisation’s requirements. Career planning and development at TIFF seems to involve the
formulation of an organizational system of career improvement and growth opportunities for

6
employees from the time of their appointment in the organization to their retirement time
(Feloni, 2017).

The Features of TIFF’s HRD Practices

It was already discussed that HRD is a systematic and planned approach for the development
of individuals in order to achieve organisational, group and individual goals. The case study of
TIFF suggests that HRD is a continuous process for the development of technical, managerial,
behavioural and conceptual skills and knowledge. HRD develops the skills and knowledge not
only at the individual level, but also at dyadic level, group level and organisational level (Bizer
et al., 2015).

The case study highlights that HRD is multi-disciplinary at the organisation. It draws inputs
from Engineering, Technology, Psychology, Anthropology, Management Commerce,
Economics, Medicine, etc. HRD at TIFF is also embodied with techniques and processes. HRD
techniques include performance appraisal, training, management development, career planning
and development, organisation development, counselling, social and religious programmes,
employee involvement /workers’ participation, quality circles, etc.

HRD is essential not only for manufacturing and service industries but also for information
technology and media industry where TIFF operates. HRD has been developed as a discipline
and it studies in different universities in postgraduate levels. In 1965, HRD has been studies at
Washington University. Therefore, many universities have introduced courses in specific HRD
methodology such, as communications or human services. It mainly applied to the behavioural
science (Jepsen & Grob, 2017).

Conclusion

The three functions of HRD indicate that it is a specialised and technical field which is
increasing the use of modem science and technology. Its working is essentially centralized.
There is stress on individualized instruction. HRD is a profession, a specialised activity. Its
vendors are employed by organisations to plan and administer training programmes through
more significance areas of organisational practice viz. organisational design, change, planning
and development Its scope has progressed and moved from micro to macro concern.

7
QUESTION 2

Training Needs Analysis at TIFF

Introduction

Training Needs Analysis (TNA) is the process in which the company identifies training and
development needs of its employees so that they can do their job effectively. It involves a
complete analysis of training needs required at various levels of the organisation. Technology
is changing at a very fast pace and so are the training and development needs of employees. It
helps in grooming employees for the next level. It helps a manager at TIFF to identify key
development areas of his/her employees. With proper training and development, the
productivity increases manifold (Spitzer, 2019).

Stone & Dulebohn (2018) also posits that training needs analysis is a systematic process of
identifying which kind of training is required and provide the details related to training
implementation. It is also known as a tool to identify the new skills, knowledge and attitudes
which employees need to acquire in order to improve performance. The process helps
organizations to find out the gap in terms of skills and training in their existing employees to
perform the current and upcoming Jobs efficiently. The Training Manager or training
professional at TIFF uses the analysis very carefully to design the right Training program to
meet the skill and training requirement of the employees to enhance productively and
ultimately to achieve the goals and objectives set by the organization.

Types of Needs Analyses

Many needs assessments are available for use in different employment contexts at TIFF.
Sources that can help the HR professionals determine which needs analysis is appropriate for
a situation are described below.

Organizational Analysis. An analysis of the business needs or other reasons the training is
desired. An analysis of the organization's strategies, goals, and objectives. The key question is:
What is the organization overall trying to accomplish? The important questions being answered
by this analysis are who decided that training should be conducted, why a training program is
seen as the recommended solution to a business problem, what the history of the organization
has been with regard to employee training and other management interventions (Goldstein,
2021).

8
Person Analysis. Analysis dealing with potential participants and instructors involved in the
process. The important questions being answered by this analysis are who will receive the
training and their level of existing knowledge on the subject, what is their learning style, and
who will conduct the training. Key questions include: Do the employees have required
skills? Are there changes to policies, procedures, software, or equipment that require or
necessitate training? (Goldstein, 2021).

Work analysis / Task Analysis. Analysis of the tasks being performed. This is an analysis of
the job and the requirements for performing the work. Also known as a task analysis or job
analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure
that the training which is developed will include relevant links to the content of the job
(Goldstein, 2021).

Performance Analysis. The key questions in performance analysis are: Are the employees
performing up to the established standard? If performance is below expectations, can training
help to improve this performance? Is there a Performance Gap? (Goldstein, 2021).

Content Analysis. Analysis of documents, laws, procedures used on the job. This analysis
answers questions about what knowledge or information is used on this job. This information
comes from manuals, documents, or regulations. It is important that the content of the training
does not conflict or contradict job requirements. An experienced worker can assist (as a subject
matter expert) in determining the appropriate content (Goldstein, 2021).

Training Suitability Analysis. Analysis of whether training is the desired solution. Training
is one of several solutions to employment problems. However, it may not always be the best
solution. It is important to determine if training will be effective in its usage (Goldstein, 2021).

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective

training results in a return of value to the organization that is greater than the initial investment
to produce or administer the training (Goldstein, 2021).

How TIFF can Conduct a Training Needs Analysis

A training needs assessment identifies individuals' current level of competency, skill or

knowledge in one or more areas and compares that competency level to the required
competency standard established for their positions or other positions within TIFF. The
difference between the current and required competencies can help determine training needs.
Rather than assume that all employees need training or even the same training, management at

9
TIFF can make informed decisions about the best ways to address competency gaps among
individual employees, specific job categories or groups/teams (Goudreau, 2019).

Assessments can be conducted at any time at TIFF but are often done after hiring, during
performance reviews, when performance improvement is needed, for career development
plans, for succession planning, or when changes in the organization also involve making
necessary changes to employees' jobs. It is beneficial for TIFF management to perform these
assessments periodically to determine the training needs of an organization, employees'
knowledge and skills, and also training program effectiveness (Goudreau, 2019).

Step 1: Identify the Business Need

A training assessment is the first step to any successful training program and is also a critical
aspect of succession planning. Conducting this analysis allows TIFF to focus its efforts on areas
of training that are necessary for employees to successfully carry out the organization's goals,
make optimum use of the company's training dollars and motivate employees by contributing
to their career development. The person conducting the training needs assessment must clearly
understand the overall organization and department goals and priorities, so he or she can
properly assess the training options and identify which training opportunities will contribute
most to the overall success of employees, the business units and the organization as a whole.

Essentially, why is the organization conducting a training needs assessment? What is the end
result that the employee, manager or executive team is trying to accomplish? Will training
contribute to this accomplishment? Sometimes training is not the answer. There may be other
organizational issues that would be best addressed through another means—for example,
through job analysis, goal clarification, reorganizing or realigning a department, or employee
engagement (Lamba, 2020).

Step 2: Perform a Gap Analysis

Performing a gap analysis involves assessing the current state of a department's or employee's
performance or skills and comparing this to the desired level. The difference between the
existing state and the desired state is the gap. There are many different methods for conducting
a gap analysis. The method for identifying the gap will depend on the organization and the
situation. Depending on the situation, it may be helpful for TIFF management to use one or
more gap analysis methods. Some gap analysis assessment tools available for TIFF
management are the following:

10
HR records. HR records can include accident and safety reports, job descriptions, job
competencies, exit interviews, performance evaluations and other company records such as
production, sales and cost records.

Individual interviews. Individual interviews may be conducted with employees, supervisors,

senior managers and even sometimes clients/customers or outside vendors. If TIFF is providing
safety training, talking with the employees who not only had the accidents but also witnessed
the accidents would be advisable.

Focus groups. Unlike individual interviews, using focus groups involves simultaneously
questioning a number of individuals about training needs. Best results occur with a department
or group of employees who have similar training needs.

Surveys, questionnaires and self-assessments. Surveys generally use a standardized format

and can be done in writing, electronically or by phone. Depending on the situation, it may be
helpful to conduct surveys with employees as well as with customers.

Observations. Sources for observation include a supervisor's direct observation and input, on-
the-job simulations of work settings, and written work samples (Lamba, 2020).

Step 3: Assess Training Options

The gap analysis generates a list of training options and needs. Now the list can be assessed
based on the goals and priorities of the organization, both currently and in the future. A scale
of 1 to 3 could be used with number 1 being critical, 2 being important and 3 being not
important at all. Here are factors to consider when determining if training is a viable option.

Solution to a problem. For example, an employee has a performance problem that has clearly
been identified as a training issue.

Cost. Cost of training is a significant factor that needs to be weighed in terms of importance.
Depending on the situation, the organization may be willing to invest a significant amount in
one training but not in the others listed due to organizational priorities and finances. Here is
the formula to calculate the total cost of training: Number of Employees Trained x Cost of
Training = Total Cost of Training

Return on investment. Return on investment (ROI) is a calculation showing the value of

expenditures related to training and development. It can also be used to show how long it will

11
take for these activities to pay for themselves and to provide a return on investment to the
organization.

Legal compliance. If any of the training needs from the gap analysis are required legally (i.e.,
by federal, state or industry laws) or to maintain employees' licenses or certifications, then
these trainings would be a high priority.

Remaining competitive. Perhaps there exists minimal knowledge/competencies in a new

product or service that is negatively affecting company revenue. The employer can provide the
needed training to its employees so that the new product or service generates or exceeds the
desired revenue (Lamba, 2020).

Step 4: Report Training Needs and Recommend Training Plans

The next step is to report the findings from the training needs assessment, and make
recommendations for short- and long-term training plans and budgets, starting with the most
critical priorities from the training option list. If there is a timeline for any of the trainings, such
as a deadline to satisfy training obligations for legal compliance purposes, then they should be
budgeted and scheduled accordingly. The report should include a summary of why and how
the assessment was completed, the methods used and people involved, and the training
recommendations with a general timeline (Goudreau, 2019).

Conclusion

Using the training priority list, employers at TIFF should now consider how best to train their
workforce. Typical training methods include: On the job training (OJT); Mentoring and
coaching; Classroom; Web-based; Books; Conferences; and University programs. It is
recommended that TIFF executives consult a professional who is well versed in adult learning
to help determine the best ways employees can acquire a particular competency. Some learning
methods will work better than others. Although no two people learn or retain information in
the same way, studies show that individuals retain information much better if they actually
perform the skill or task. This type of retention is about 75 percent.

Compare that to listening to a lecture, where retention is only five percent. Other forms of
learning retention are as follows: Reading, 10 percent; Audio-visual, 20 percent;
Demonstration, 30 percent; and Discussion group, 50 percent. Employers at TIFF should keep
this in mind and strive for the training method that will not only be suitable for the material,
but also have the best chance for retention by employees.

12
QUESTION 3

Training and Development Programmes at TIFF

Introduction

The training and development programmes at TIFF are split into training led by external
vendors (i.e., Management workshops, CPR certification, Smart Serve, Conflict in the
Workplace, etc) along with topics that fall under our HR Wellness Programme (i.e. sessions on
nutrition, sleep therapy, stress, visits with Therapy Dogs, etc.). External training providers are
individual trainers or specialist training companies that are not connected to the organisation.
These trainers are invited in to educate and develop the staff and impart new skills. In contrast,
in-house trainers take the form of individuals, or groups of individuals, who seek to pass on
their expertise (Feloni, 2017).

When seeking to enhance a workforce, TIFF are faced with the same decision: do we provide
training in-house, or do we use an external training company? The types of training and
development programs at TIFF can be discussed as follows.

Outsourced Training and Development

Conceptualising Outsourced Electronic On-the-Job Forms of Training at TIFF

Regardless of the size or sector that TIFF is, learning and development is fundamental to the
growth of the company. Training used to be classified as a ‘nice to have’ in most businesses,
but nowadays companies understand that, in order to remain competitive and
sustainable, ongoing training is foundational in supporting the needs of the business. With
mounting pressure from executives to keep operational costs down, while still maintaining a
focus on learning and development, businesses are increasingly choosing to outsource their
training and development and, in this regard, TIFF has been a practitioner of outsourcing.

According to ISG Research, the global outsourcing market amounted to $95.2 billion in 2018.
Deloitte’s recent global outsourcing survey of more than 500 executives from leading
organisations shows that outsourcing is answering challenges in both business and IT, utilising
emerging technologies to drive innovation, speed to market, improved user experience, and
enhanced performance. It’s clear that outsourcing non-core business functions is a mainstream
practice at TIFF, and it follows that outsourcing the learning functions of the business should
be no different (Obeidat, 2020).

13
Having an outsourced facilitator as is the practice at TIFF to deliver training in a classroom has
its advantages, even if the course material is online. In a classroom, learners have the benefits
of asking questions and receiving answers immediately. They can network with each other
during and after the course. Since the information is available online, employees can revert to
the information as and when needed. More than that, they are separated from their day-to-day
demands and can focus on learning (Lamba, 2020).

Web-based training is also another training program that TIFF is doing through its online
platforms which allows employees at TIFF to access training material anywhere and on any
internet-enabled device. The benefit is that there are a number of broad-spectrum and
specialised courses available so employees can enhance their skill set under the guidance of a
global expert. Since they are conducted via correspondence, employees save on travel and
venue costs, and these courses are great for initiating self-directed learning (Dilhani, 2017).

It can also be argued that a blended approach is used by TIFF to learning is a nod to the fact
that very rarely does one size fit all when it comes to training. Blended learning means that
more than one training method is used to train on a particular subject. Here’s why this is
beneficial for TIFF:

• Researchers from the University of Iowa recently found that blended learning helps
boost results, particularly amongst those who are struggling. Professor Jennifer Rogers,
who led the research, said, “Greater than 95% of students enrolled in the blended course
section earned course grades [of] C- or higher, compared with 82% in the large lecture
sections and 81% in the online sections.” In addition, there was a lower drop-out rate,
and fewer learners reported end-of-semester anxiety

• A recent pilot of the blended approach by the University of Tennessee Department of

Education showed that the overall results showed a positive relationship between
incorporation of the blended learning pilot and an improvement in test scores (Obeidat,
2020).

The benefits of Outsourced Electronic On-the-Job Forms of Training

One of the largest hidden costs of training is employees being removed from their core duties
to attend training, which is why e-learning shows real value by reducing the amount of time
someone needs to be away from work to be trained:

14
More than that, online learning is enabled by the digital revolution, which means content can
be accessed, consumed, discussed, and shared by anyone, in any location. Additionally, unlike
classroom-based learning, online learning allows TIFF management to access the training an
unlimited number of times. Another great benefit of e-learning is that content can be updated
and distributed immediately, meaning the management have access to the very latest training
content.

When it comes to deciding on how to outsource training and development in the business, there
are many possible ways of doing so – from classroom, to online, to a blended approach.
However, the benefits of outsourcing prove that the overall approach to addressing the learning
and development needs should be to look outside of the company. In this way, the organisation
can afford to stay abreast of advances in technology, tactics, and innovation (Watson, 2019).

Training Based on HR Wellness Programs

The study indicates that TIFF also administers training and development in the form of HR
Wellness Programs. Designing and managing an employee wellness program is an important
step in improving the health and productivity of employees and potentially improving the
overall cost of employer-provided health care. Wellness programs can benefit employers at
TIFF by: Lowering health care costs; Reducing absenteeism; Achieving higher employee
productivity; Reducing workers' compensation and disability-related costs; Reducing injuries
and Improving employee morale and loyalty (Stone & Dulebohn, 2018).

Because of the ever-increasing costs of health insurance and the importance of employee
health, employers at TIFF should consider implementing a well-thought-out wellness program
that benefits both the employee's health and the employer's bottom line. Obtaining information
about the health of the workforce—and the organization's willingness to make improvements
based on this information—is a critical step in developing a workforce wellness program. This
information will enable the employer to design programs and services that are most beneficial
to both the employer and the employee (Goudreau, 2019).

Off-the-Job Training Methods and Benefits for TIFF

Many employers offer training to help their employees improve their workplace performance.
Both off-the-job and on-the-job training help employees develop certain skills they for their
job. Knowing what off-the-job training is and what it entails gives TIFF HR professionals a
greater idea of what to expect regarding this learning style. Off-the-job training refers to an

15
education method where employees learn more about their job or the latest advancements in
their field at a location away from their workplace. This type of training essentially helps
employees perform their job more efficiently. Unlike on-the-job training, off-the-job training
can take place near the workplace or somewhere further away, such as at a resort or at a training
center. When employers hold training away from the workplace, it helps minimize distractions
which ensures employees can fully focus on the material they're learning (Watson, 2019).

Off-The-Job Training Methods

Off-the-job training takes many forms, often dependent on the industry or job. Knowing what
each method entails can help HR professionals at TIFF better understand what to expect. Here
are some off-the-job training methods outlined by Bell (2016):

Classroom lectures: Also known as the lecture method, classroom lectures often train white
collar or management-level employees. This type of off-the-job training takes place in a
classroom-like environment and involves a trainer providing instruction in a lecture format.
Trainees learn crucial skills needed for their jobs, get to know their job responsibilities and
have the opportunity to get their questions answered by experts. In addition, classroom lectures
may teach trainees the administrative or management aspects of their job, make them aware of
certain procedures or provide them with instruction on a certain subject matter.

Audio-visual: Trainees who receive off-the-job training through an audio-visual method learn
material through the use of various media such as films, television, video and presentations.
Education institutions often use this method to help students remember the learning material
more easily. In the corporate world, customer care center employers often administer this type
of training to their employees to teach them how to interact and behave with customers.

Simulation: With the simulation method of off-the-job training, trainees get trained through
equipment or a machine that resembles what they'd use in the field or on the job. The simulation
method helps them prepare for handling the equipment and machines in real life. Typically,
this training method is reserved for employees who handle expensive machinery or equipment.
For example, an airplane pilot may undergo simulation training to help them get ready for
flying an airplane. Since airplanes are expensive, an employer may not allow trainees to train
using a real airplane in order to avoid costly damage or to avoid putting the trainee's life in
danger. Instead, they'll use a simulator to keep costs low and keep the trainee safe.

16
Vestibule training: Technical staff, office staff and employees who handle tools and
machinery typically undergo vestibule training. Trainees learn about their position using the
equipment they'll use on the job. However, unlike on-the-job training, vestibule training takes
place away from the workplace. This means the tools and equipment used for vestibule training
comes to the training location. Employers typically administer this type of training to introduce
their employees to new or advanced tools and machinery they want them to use to perform
certain duties related to their job.

Case studies: With this method, trainees receive a situation or problem in the form of a case
study that pertains to their field. In other words, they receive a written description of a real
situation that previously occurred. They're then instructed to analyze the situation and provide
their conclusions in a written format. Training instructors then review the pros and cons of each
option to help trainees improve their decision-making skills.

Role playing: Often reserved for customer service professions, role playing involves trainees
taking on roles and acting out certain situations to help them better understand the learning
concepts. Trainees act as if they're facing the situation and having to solve it without guidance
or prior rehearsal. Role players have to quickly respond to the ever-changing situation and react
as they would to the situation in real-life. This off-the-job training method essentially involves
realistic behavior in a hypothetical circumstance. Examples of situations trainees may face
include hiring, discussing a workplace problem or making a sales pitch to a customer.

Programmed instructions: The programmed instructions method involves a series of steps

with bits of knowledge and a mechanism for presenting the series and measuring the trainee's
knowledge. Trainees receive questions in a sequence and receive a sign when they answer each
question correctly. Training instructors may use manuals or books to carry out this off-the-job
training. The programmed instructions method is often used to teach information regarding
subjects like math or physics.

Management games: Management games provide trainees with a fun and competitive way to
learn. With this type of off-the-job training, trainees split up into teams of approximately five
or six people. Each team then competes in a simulated marketplace. For example, they may
have to decide how much inventory to maintain or how much to spend on advertising. It's worth
noting that the teams don't have knowledge of the other teams' decisions. Management games
help trainees get involved, while also developing their problem-solving skills and helping them
with the planning process(Bell, 2016).

17
QUESTION 4

Performance and Coaching at TIFF

Conceptualising Performance Management

Performance management can be defined as a systematic process to improve organizational

performance by developing the performance of individuals and teams working with an
organization. This is the means of getting better results from TIFF, teams and individuals by
understanding and managing their performance within a framework of planned goals, standards
and competence requirements (Dudovski, 2020).

In other words, performance management is the process of managing an organization’s

management strategy. This is how plans are converted into desired outcomes in organizations.
Performance management is a powerful tool. Performance management is a difficult role to
play. Some people have difficulty when it comes to performance evaluation. Performance
management is about motivation and partnership. When this kind of prospective is shared with
your employees and they learn to see in that way, performance management becomes a
powerful tool that will help your team to become more successful (Dudovski, 2020).

Performance management is sometimes mistaken for human resources and personnel system,
but it is very different when it comes to execution. Performance management comprises of the
methodologies, processes, software tools, and systems that manage the performance of an
organization, whereas Human Resource Planning only takes care of individual employee’s
work responsibilities and work delivery. The benefits of performance management extend to
enhancing broad cross-functional involvement in decision-making, and calculated risk-taking
by providing greater visibility with accurate and relevant information, to execute an
organization’s strategy (Chavez, 2018).

Performance management involves many managerial roles, which shows you must be a
communicator, a leader and a collaborator as well. Each individual in the team should
understand exactly what their responsibilities are and what the expectations from them are, and
how to work accordingly to reach the goals. Performance management is about aligning
individual objectives to organizational objectives and ensuring that individuals hold the
corporate core values. It provides for expectations to be defined in terms of role responsibilities
and accountabilities expected to do, skills expected to have and behaviour expected to be
(Chavez, 2018).

18
Conceptualising Coaching

Coaching is a personal (usually one-to-one) on-the-job approach that helps people develops
their skills and levels of competence. The need for coaching may arise from formal or informal
performance reviews but opportunities for coaching will emerge during normal day-to-day
activities. Every time a TIFF manager at TIFF delegates a new task to someone, a coaching
opportunity is created to help the individual learn any new skills or techniques needed to get
the job done. Every time a TIFF manager provides feedback to an individual after a task has
been completed there is an opportunity to help that individual perform better next time
(Dudovski, 2020). The Coaching process is depicted on Figure 4.1.

Figure 4.1: The Coaching Process

Coaching as part of the normal process of management consists of: (i) Making people aware
of how well they are performing by, for example, asking them questions to establish the extent
to which they have thought through what they are doing. (ii) Controlled delegation – ensuring
that individuals not only know what is expected of them but also understand what they need to
know and be able to do to complete the task satisfactorily. (iii) Using whatever situations may
arise as opportunities to promote learning. (iv) Encouraging people to look at higher-level
problems and how they would tackle them. Coaching will be most effective when the

19
designated coach at TIFF understands that his or her role is to help people to learn and
individuals are motivated to learn. They should be aware that their present level of knowledge
or skill or their behaviour needs to be improved if they are going to perform their work to their
own and to others’ satisfaction. Individuals should be given guidance on what they should be
learning and feedback on how they are doing and, because learning is an active not a passive
process, they should be actively involved with their coach who should be constructive, building
on strengths and experience (Dudovski, 2020).

Review of the Relationship between Performance Management and Coaching

Peter Senge’s view of the learning organization emphasizes on moulding and changing our
mental model to one that suits to create a culture of inquiry and trust. Openness to learn and
questioning without confrontation becomes one the key anchors to organizational change.
While it is easy to say, organizations have been conditioned to be more evaluative and
assessment has been a key aspect of creating competitive workforce. One of the strongest levers
of this has been the performance management system. A performance management system
aligned with process of differentiation like normalization espoused values of competition,
survival of the fittest, elimination of the weakest and continuous improvement (Carey, 2019).

However, over a long run it also created counter behaviours of beating the system through,
manipulating and aligning the goals to achieve results, agreements to save poor ratings, and
politicking. While the focus of performance management was on outcomes related to ratings
like pay hikes, bonuses, and promotion, the development orientation of performance
management got the beating. Research shows that only one-third of employees feel that they
got continuous feedback from their managers at TIFF and only one-tenth feel that organizations
and managers at TIFF have provided enough career and developmental feedback to them. It is
interesting that organizations are realizing that the focus on outcomes of performance
management has depreciated the spirit of performance management which is continuous
improvement and development through coaching (Carey, 2019).

Two Coaching Approaches

A coaching discussion is designed to help an employee perform effectively. Such a discussion

can be part of an organization’s formal performance appraisal system, but it can also be used
to respond to employee performance issues as they occur. At least two approaches can be used
to guide this discussion: a three-stage process recommended by Kinlaw, or a five-step process
from Fournies. Because both approaches have merit, this discussion will look at each one.

20
The Kinlaw Process

Dennis Kinlaw recommended a three-stage approach to the coaching discussion, as follows:

(1) Confronting or presenting; (2) Using reactions to develop information, and (3) Resolving
or resolution.

The goals of the confronting or presenting stage are to limit any negative emotion an employee
might feel toward the problem situation, to specify the performance to be improved, and to
establish that the goal is to help the employee change and improve. This can be done by
specifically describing the performance that needs to be changed, limiting the discussion to a
specific problem behaviour, and avoiding assignment of blame by focusing on the future. In
this approach, confrontation is not the same thing as criticism (Lamba, 2020).

After an employee has confronted the problem performance, their supervisor must help the
employee examine the causes for poor performance. This is done during the second stage of
the discussion, using reactions to develop information. Employees may resist dealing with a
problem after being confronted with it. Supervisors can reduce this resistance by focusing on
the employee’s concerns rather than their own. A supervisor may then develop information by
attending to the employee’s explanations, acknowledging important points, probing for
information, and summarizing what has been discussed (Lamba, 2020).

At the end of this second stage of the coaching discussion, the employee and supervisor should
be in a position to agree on the nature of the problem and its causes. The final stage of Kinlaw’s
approach is called resolving or resolution. In this stage, the employee takes ownership of the
problem and agrees upon the steps needed to solve it. Both parties at this point express
commitment to improving performance and to establishing a positive relationship. This is done
by examining alternative courses of action, reviewing key points of the session, and affirming
that performance can be successfully improved (Lamba, 2020).

The Fournies Process

Ferdinand Fournies suggests a five-step discussion process that assumes a supervisor has
conducted a thorough coaching analysis, and has determined that an employee could perform
the task if he or she wanted to. The goal of the discussion is to get the employee to agree that
a problem exists and to commit to a course of action to resolve it.

Step 1: Get the employee’s agreement that a problem exists. Unless the employee believes
there is a performance problem, he or she will have no reason to change. Phillips states that

21
getting an employee to agree that there is a need for improvement is the “Achilles’ heel of
coaching,” and that without this, there is little chance of permanent change. Getting agreement
involves describing the problem behavior and its consequences for the supervisor, coworkers,
and the employee. The supervisor needs to ask the employee questions designed to extract a
statement of the problem behavior and its consequences (e.g., “And who has to take your calls
when you come back late from lunch?” “What happens if these calls aren’t taken?”). This
approach ensures that an employee understands the situation. This first step ends when the
employee agrees that a problem exists.

Step 2: Mutually discuss alternative solutions to the problem. During this part of the
discussion, the supervisor asks the employee for alternatives to solving the problem. If
necessary, the supervisor should prompt the employee for ideas. In general, employees will be
more committed to alternatives that they have suggested. The supervisor’s role during this part
of the discussion is to help the employee come up with and clarify alternatives.

Step 3: Mutually agree on actions to be taken to solve the problem. After sufficient
alternatives have been discussed, the supervisor and employee can agree on which alternatives
to pursue to solve the problem. At this point, both the employee and the supervisor should
clearly understand what will be done and when it will happen. They should also agree on a
specific time to follow up on the discussion to determine whether the agreed-upon actions have
been taken. The supervisor should also thank the employee for making an effort to solve the
problem and express confidence that it will be solved.

Step 4: Follow up to measure results. It is imperative that the supervisor follows up at the
arranged time to determine whether the agreed-upon actions have been taken and that the
problem is resolved. Without follow-up, the supervisor will not know what has happened, and
the employee may conclude that the supervisor really doesn’t care about the problem. As
obvious as this step may seem, it is often easy for busy supervisors to overlook it.

Step 5: Recognize achievements when they occur. Many performance problems will not
disappear overnight. Even if a problem is not completely eliminated, the employee should be
recognized for any effort and improvement made. The idea is to motivate the worker to further
improvement. When necessary, further discussions should be held to determine additional steps
needed to resolve the problem. Follow-up, recognition of improvement, and updated
improvement planning should continue until the employee is performing effectively (Carey,
2019).

22
BIBLIOGRAPHY

Bell, B. S. (2016). The Impact of E-HR on Professional Competence in HRM: Implications for
the development of HR professionals. Human Resource Management, pp. 295-308.

Bizer, C., Heese, R., Mochol, M., Oldakowski, R., & al., e. (2015). The Impact of Semantic
Web Technologies on Job Recruitment Processes. Berlin: British Library Inside Conferences.

Carey, W. P. (2019). Employees First: Strategy for Success Knowledge. Arizona: M Libraries
Publishing.

Chavez, C. I. (2018). Beyond diversity training: A social infusion for cultural inclusion. Human
Resource Management, Pp. 331–350.

Dilhani Anuradha, A. (2017). Influence Of Perceived Employer Branding On Perceived

Organisational Culture Employee Identity And Employee Commitment . .International
Journal Of Scientific & Technology Research, Vol 06, Iss 08., Pp 148-153.

Dudovski, J., (2020). IKEA Organizational Culture: simplicity, teamwork and diversity.
Business research methodology, [Online]. Available at: https://research-methodology.net/ikea-
organizational-culture-simplicity-teamwork-diversity/ .

Feloni, R. (2017). Furniture giant IKEA has been hiring employees using brain games and
artificial intelligence — and it's a huge success. Business Insider. Retrieved from:
http://nordic.businessinsider.com/ikea-artificial-intelligence-hiring-process-2017-
6?r=US&IR=T

Goldstein, J. (2021). Digital Technology Demand is Transforming HR. Workforce Solutions

Review, 6(1): 28-29.

Goudreau, J, (2019). How IKEA Delights Its Customers. Forbes, [Online]. Available at:

https://www.forbes.com/sites/danpontefract/2016/06/08/how-ikea-delights-its-
customers/?sh=4a922c793ca4

Jepsen, D. M., & Grob, S. (2017). Sustainability in Recruitment and Selection: Building a
Framework of Practices at IKEA. Journal of Education for Sustainable Development, 9(2),
160-178.

Lamba, C, 2020. Understanding the HR Policies of IKEA. India Retailing, [Online]. Available
at: https://www.indiaretailing.com/2018/12/17/retail/understanding-the-hr-policies-of-ikea/ .

23
 Obeidat, S. (2020). The Link Between e-HRM Use and HRM Effectiveness: An empirical study,
Personnel review of IKEA. JITEC 45(6): 1281-1301

Spitzer, B. (2019). HR in the Digital Age, CapGemini Consulting, Workforce Solutions

Review, 5(1): 15-17

Stone, D. & Dulebohn, J. (2018) . Emerging Issues in Theory and Research on Electronic
Human Resources Management (HRM), Human Resource Management Review, 23: pp. 1-5.

Voermans, M. & Van Veldhoven, M. (2017). Attitude Towards E-HRM: An empirical study
at Philips, Personnel Review, 36(6): 887-902

Watson, T. (2019) Organisations, Strategies and Human Resourcing. 2nd Edition, Harlow:
Prentice Hall/Financial Times.

24

Powered by TCPDF (www.tcpdf.org)