Nhs finalpresentation

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  • 1. To make perception of prospective employees that is NHS as an attractive place to work in. 2 . Helping employees at all level to work at their highest potential when working public sector. 3. Creating working environment for employees which support their learning, skill development and knowledge. 4. When given chance employees can be more productive, motivated and can perform better so giving them more flexibility and take on new roles is way to make perception of ‘employer of choice’. 5. More training develops interest in the job and can be used as preventative measures along with role of HR partnership.
  • Resource-base view of the firm postulates that internal knowledge and skills represent important sources of competitive advantage (Garavan,N.T. 2007,1). human Capital theory suggests that firms should protect core competencies through investment in training and development. Strategic human resource development contributes to the creation of firm specific knowledge and skills when it is aligned with the strategic goals of the organisation. SHRD is a multi level concept who contribute to enhance the performance of the firm in the long-term.
  • organisations should be flexible enough to respond to the dynamic changing environment. Human Resource Development need holistic and systematic planning process. Organisational alignment is the ability to clearly articulate what is important and then to allow this to be the main driver of all activities performed at the same time allowing it to be creative and flexible. Alignment must be structured, consistent and continuous. Functional integration refers to the application of techniques in a one-on-one lesson in which the instructor may use vocal or tactile instruction or a combination of the two. Process Integration is commonly used to streamline the execution of a sequence of tasks. It is a holistic approach to process design which considers the interactions between different unit operations from the outset, rather than optimising them separately
  • Human Resource Development should be linked with human resource management systems and collaborative career planning process. HRD specialists should use training and development resources in an effective manner so the strategic plans should be implemented in terms of human skills available to implement them and specify alternatives way to obtain such skills.
  • To cut costs and to bring efficiency in the NHS funding was cut and professional t raining was introduced..Only staff in senior hiearchery only got beneficial and lower staff was ignored . This had far reaching consequences . There become acute shortage of lower grades work . To fill up this and to retain them became a huge challenge. To address this issue Skill escalator was introduced.
  • chitamber: slode 9We need a qualified and trained staff to handle the stake holders, clients. Funding for learning and development should not have been stopped all together. Rather it should had been a reduced expenditure. But skill development should have been taken care and proper expenditure should have taken .Training need analysis should have been done to both upper and lower staff. Continuous learning and enhancement of skills should be given a priority. And more over a organisations like NHS has to give full weightage to Leaning and development. And communications should flow uninterruptedly
  • Highlighting the success key points with respect to their reason , then upgrading the unsuccessful areas in NHS with respect to Public sector for its sustainability and improvisation.
  • 1.Learning organization image should be supporting and focus towards the life long learning, tacit learning and learning interventions. 2. Tacit means transferrable skills. 3. Job evaluation should be specific according to the need of skills considering the financial budgeting and cost effective methods such as TNA. 4. Responsibility and involvement of line management should be eminent depending upon their critical role. 5. Effects for Local, National and Multi-National companies shall be considered according to global and external environment needs and internal environment must be aligned.
  • Nhs finalpresentation

    1. 1. SKILLS ESCALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Presented By </li></ul><ul><li>Bilal Khan (0915066) </li></ul><ul><li>Zain Ul Abedin (0917416) </li></ul><ul><li>Chitamber Sana (0919782) </li></ul><ul><li>Salman Farooq (0819853) </li></ul>
    2. 2. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Overview Of Presentation </li></ul><ul><li>Skills Escalator and its objectives </li></ul><ul><li>Hr partnership and its Role </li></ul><ul><li>Skills Escalator - Coming Down (Analysis and Inferences) </li></ul><ul><li>1- Identification of Issues </li></ul><ul><li>2- Analytical approach </li></ul><ul><li>3- Inferences </li></ul><ul><li>Skills Escalator – ‘Breaking In The Middle ’ (Disintegration and Integration) </li></ul><ul><li>1- Core Issues </li></ul><ul><li>2- Areas affected </li></ul><ul><li>3- Integrative strategy </li></ul><ul><li>Skills Escalator - Going Up (Sustainability and Improvisation) </li></ul><ul><li>1- Success key points </li></ul><ul><li>2- Upgrading unsuccessful areas </li></ul><ul><li>3- Implications and recommended framework </li></ul>
    3. 3. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Skills Escalator and its objectives </li></ul><ul><li>“ The Skills Escalator provides an approach to supporting staff in progressing their careers, contributing to new ways of working and delivering services.” Working Together, Learning Together’ Department of Health, 2001: 17 </li></ul><ul><li>Objectives </li></ul><ul><li>Attracting a wider range of people to work within the NHS </li></ul><ul><li>Helping people at all levels of the workforce achieve their potential </li></ul><ul><li>Encouraging all staff, through a strategy of lifelong learning to renew and extend their skills and knowledge. </li></ul><ul><li>Providing opportunities for staff to work more flexibly and take on new roles </li></ul><ul><li>Offering a variety of career and training. </li></ul><ul><li>Developing competence-based career management and qualification structures’ </li></ul><ul><li>Protect core competencies through investing in training and development . </li></ul>
    4. 4. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>HR Partnership And Its Role </li></ul><ul><li>“ HR partnership refers to alignment within HR however in order to successfully implement HR partnership organisation needs to start with the basics critically and understand what key HR building blocks are, delivers and influence.” </li></ul>
    5. 5. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP
    6. 6. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Skills Escalator - Coming Down (Analysis and Inferences) </li></ul><ul><li>Identification of Issues </li></ul><ul><li>Neglecting the needs of major stake holders. </li></ul><ul><li>Learning and development is not perceived as a core strategic competency for the </li></ul><ul><ul><li>organisation. </li></ul></ul><ul><li>Vertical and horizontal alignment was not according to the external environment. </li></ul><ul><li>Analytical approach </li></ul><ul><li>Organisational approach : integration with HRM activities , functional and process </li></ul><ul><li>integration within the public sector, extent of impact on business . </li></ul>
    7. 7. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Inferences </li></ul><ul><li>Long term employability </li></ul><ul><li>Performance and career advancement </li></ul><ul><li>Skill training </li></ul><ul><li>Competency modelling </li></ul><ul><li>Management and leadership development </li></ul><ul><li>Organisational learning </li></ul><ul><li>Managing change </li></ul>
    8. 8. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Skill Escalator - Breaking in the middle (Disintegration and Integration ) </li></ul><ul><li>Core Issues </li></ul><ul><li>1. Reduction in Funding for entry to professional training </li></ul><ul><li>Senior management was beneficiary where as lower staff was neglected in terms of professional training and development. </li></ul><ul><li>Affected Areas </li></ul><ul><li>Lower management has been affected. </li></ul><ul><li>Nursing staff and junior level staff. </li></ul><ul><li>Role – redesign was linked with immediate cost saving plans. </li></ul><ul><li>No learning and development scheme for new employees. </li></ul><ul><li>L & D, Career Development and Evaluation schemes. </li></ul>
    9. 9. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Integrative Strategy </li></ul><ul><li>Training need analysis (TNA) for lower and upper staff. </li></ul><ul><li>Designing learning and development interventions. </li></ul><ul><li>Creation of firms specific knowledge and skill that are aligned with the strategic goals of the organisation. (Funding, Role redesign, life long learning, Managerial involvement, Values, Norms & Impact ) </li></ul><ul><li>Skills Escalator - Going Up (Sustainability and Improvisation) </li></ul><ul><li>Success key points </li></ul><ul><li>Effective coalition between senior management . </li></ul><ul><li>Managers, supervisors and employees should be evaluated on the degree to which </li></ul><ul><li>they develop themselves and others </li></ul><ul><li>Organizational culture should support open communication, participations and </li></ul><ul><li>continues learning. </li></ul>
    10. 10. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Upgrading unsuccessful areas </li></ul><ul><li>HRD plans and policies should be timely accurate and realistic to facilitate achievements of the strategic priorities of the organisation. </li></ul><ul><li>HRD plans and policies should flow from organisation strategic plan which is influence by the process of environmental scanning. </li></ul>
    11. 11. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP
    12. 12. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Bibliography </li></ul><ul><li>Abukari, A. (2005) ‘Conceptualising Lifelong learning: a reflection on lifelong </li></ul><ul><li>learning at Lund University (Sweden) and Middlesex University’, European </li></ul><ul><li>Journal of Education, 40:2 143–154. </li></ul><ul><li>Aldridge, F. and Dutton, Y. with Robinson, D. and Tackey, N. (2005): NHS </li></ul><ul><li>Learning Accounts – the NHSU Project, Leicester: NIACE. </li></ul><ul><li>Aldridge, F. (2004). The Skills for Life Survey – Implications for the health and </li></ul><ul><li>social care sector, Leicester: NIACE. </li></ul><ul><li>Andersen, J. (2002). ‘A note on the termination of Danish job leave </li></ul><ul><li>programmes’, paper prepared for Cost A13 workshop, Changing Labour Markets, </li></ul><ul><li>Welfare Policies and Citizenship, Florence, May 21 – June 1. </li></ul><ul><li>Antonacopoulou, E. (2000). ‘Employee development through self–development </li></ul><ul><li>in three retail banks’, Personnel Review 29 : 491–508. </li></ul>
    13. 13. SKILLS ESALATOR WITH RESPECT TO HR PARTNERSHIP <ul><li>Antonacopoulou, E. (1998). ‘Developing Learning Managers within Learning </li></ul><ul><li>Organisations’. In M. Easterby-Smith, L. Araujo and J. Burgoyne (eds.) </li></ul><ul><li>Antonacopoulou, E. and Gabriel, Y. (2001). ‘Emotion, learning and organisational </li></ul><ul><li>change – Towards an integration of psychoanalytic and other perspectives’, </li></ul><ul><li>Journal of Organisational Change Management, 14: 435–451. </li></ul><ul><li>Audit Commission (2001). Hidden Talents: Education, Training and Development </li></ul><ul><li>for Healthcare Staff in NHS Trusts, Audit Commission: London. </li></ul><ul><li>Bach, S. (1995), ‘Restructuring the personnel function: the case of NHS Trusts’, </li></ul><ul><li>Human Resource Management Journal, 5: 99-115. </li></ul>

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