human resource management & qualification competence development between motivational structures...
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Human Resource Management &
Qualification
Competence development between motivational
structures and working relationships
Dr. Martin KröllInstitute for Applied Work Science,
Ruhr University Bochum-----
4th International Network on innovative Apprenticeship Conference
May 26th to 28th 2011, in Beijing China
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Outline
1. Challenges
2. Theoretical Framework
3. Method
4. Results
5. Impacts on conceiving further education
6. Conclusion
Ruhr-University BochumInstitute for Applied Work Science (IAW)
Study fields and specialization
Master of Organizational Management (MOM)Modern Administration Management (MoVe)
and Single Modules (certificate)
Guiding priciples of MOM
The MOM is committed to the following principles: Holistic, interdisciplinary management education
(Including knowledge from economics, sociology, applied computer science as well as administrative sciences and law)
Application orientation(problem-oriented didactics, close cooperation with companies, practical weeks and advanced projects)
Support of the development of students‘ individual profiles(in connection to their practice and focal points of interest while ensuring uniform academic standards)
Interactive, mutual learning(learning in small groups of different professional origin, inclusion of know-how)
Service orientation concerning the coordination of studies, working life and family(Block and weekend seminars, prepared readers, addressability)
Ensurance of employability
(thematically inspired by the challenges of the working environment)
Level of the Qualification
and ContentsLEVEL OF THE QUALIFICATION Access Requirements
- first degree (with a minimum result of “good”)
- two years of relevant professional experience Level
Master’s degree, second degree, further education, practice-based official Length of the Programme
4 semesters, 120 ECTS-Credit Points
CONTENTS AND RESULTS GAINED Mode of Study
postgraduate program of study Qualification Profile of the Graduate
After their graduation, students shall:
- be able to evaluate change management problems and to develop coping strategies
- develop an interdisciplinary understanding of work processes and to integrate results form different disciplines
- take responsibility in leadership and management issue
Modules and Courses
Human Resources and Work Process Management
Strategic Corporate Management
Performance Management
Change Management (engl.)
Human Resources Management
Work Organization and Work Structuring
Diversity Management
Process consultancy – Basics & Tools
Leadership and personnel development (engl.)
Communication, Participation, Trust
Information and Technology Management
Promotion of Creativity in Organizations
Innovation through Process Management
Corporate Communications Management
Knowledge Management
Human Resource Management and Qualification
Organization of quality-oriented Human Resource Management
Human Resource Development between Further Education and Competence
Development
Offers across all chairsProject Management
Scientific further education at the Institute of Applied Work Science:
“Design of changes, management of organization, technology
and human resources" Work Organizationand Work Structuring
Human Resources and Work Process
Management(member of vice-president
from the ruhr-university)
Information and Technology
ManagementDean
Human Resource Management and Qualification
Prof. Minssen Prof. Wilkens
Prof. Herrmann
Dr. Kröll
Academic Team
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Challenges: Development of further education
• During the last years: an increase of further education proposals (Wolter 2007)
• Universities should perceive themselves as an „education service provider“ (further education as the third column of universities)
• Claim: competence development´s provider should consider motives and aims as well as professional and private life situation
Central question:
How could such a market orientation look like?Challenges
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Development of further education
• demand: potential member of the organizaition or organizations (e.g. company specific master program)
• Quality of further education depends on the trainee´s specific situation
• Research questions:
- Are there differences between motives and behaviour
concerning further education attempts?
- Which points are important (e.g. employment biography,
life and business situation etc.)?
Challenges
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Reasons: Why…
Why is it important to consider motives and the situation of the professional?•competence need to outdated faster and faster demography problematic lifelong learning demand for continuing education rises•34 % of all employees: resistant to futher •self-organisation is a crucial point regarding competence development (which itself depends on motives and aims)•competence transfer: key factor of further education
(depends on professional situation)
•there is a research gap: (so far: entrance requirements, arrangement in regard to content, quality management and marketing (Seufert, 2008; Hanft/Knust 2007)
Challenges
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Theoretical Framework
Theoretical approaches concerning…
• process-oriented further education (Baegthe-Kinsky u.a. 2004)
• lifelong learning (Heyse 2003; Erpenbeck 2005)
• transfer-oriented further education (Winkler/Mandl 2009,
Festner/ Gruber 2008)
• employability (Blancke 2000, Rump 2006)
• biographical competence development (Wittwer 2003)
• graduate research (Willich/Minks 2004)
• evaluation research (Stockmann/Meyer 2010)
Framework
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Comparison of two studies
(1) graduate survey of Higher Education Information System (HIS) GmbH (HIS, 2005; N = 8117) (after 5 years/ 2nd wave) (HIS-Study I) (representative survey in Germany)
(2) first-year students (qualified employees and executives) of a non consecutive master program (Master of Organizational Management) at the Institute for Applied Work Science (IAW-Study) of Ruhr-Universität Bochum (2005 – 2010; N=158) (Pre-Test, IAW)
Method
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Method
• survey first-year students: 37 cohesive questions (IAW-Study)
• on the basis of HIS (66 cohesive questions)
opportunities: classification and reflection of
IAW-results based on HIS-surveysimulation of control groups: external further
education and no further education
Method
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Method
• Statistics:
– General linear model (T-Tests [paired and un-paired samples], ANOVA),
– Chi-Quadrat-Tests (χ²-Tests)– Factor analyses (principal component analysis with
varimax-rotation)– correlation (sensu Pearson / Spearmans Rho, depending
on scale)– Effect sizes (GLM: Cohens d, Eta-square [η²], χ²-Tests:
Cramers V)
Method
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Hypotheses
Method
1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income.
Causal chain
2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation.
3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education.
4. Hypothesis: Those engaged in further education are not satisfied with their current work situation.
5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents.
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
IAW-Study: (economics, humanities, natur sciences or engineering), • N=158 • averaged 33,27 years old (SD=7,595 years)• 55 % female and 45 % male
2nd wave of HIS-Study I (economics, humanities, natur sciences or engineering + e.g. medicine, philosophie, politic, law, music …):
• N=8117• averaged 31,51 years old (SD=3,51)• 59 % female and 41 % male
Data chosen from HIS-Study II (economics, humanities, natur sciences or engineerin):
• N=1061• averaged 31,82 years old (SD=3,77)• 64 % female and 36 % male
Sociodemographic data
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• Factor analysis: search for relevant motives and aims with regard to further education
– Quality criteria are fullfilled (suitability of sample: Kaiser-Meyer-Olkin = ,640; Bartlett-Test Sphärizität χ²45=185,202, p<,000) (IAW-Study)
Bundles of Motives and Aims
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Nr.
Welche Motive bzw. Ziele (motives and goals) waren bei Ihrem Entschluss, ein postgraduiertes Studium aufzunehmen,
wichtig
Sehr wichtig(absolutely)
un-wichtig(not at
all)
1….
17
fachlichen/beruflichen Neigungen (leaning) eher nachkommen zu können …..…..Erhöhung des Einkommens (income)
1…
1
2…2
3…
3
4…
4
5…
5
Example
Method
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Bundles of Motives and Aims (IAW-Study)
Tab. 1: factor analysis to determine motive bundles for participation in scientific further education (IAW study, rotated component matrix for principal components analysis and
varimax rotation), disturbing loads (< .30) were deleted
Results
Motives / objectives for taking up the post
graduate training course
Components (bundles)
1 2 3 4
Being able to fulfill professional inclinations 0,77
Qualification for special duties 0,73
Specialization of work-related skills 0,68
Security of employment 0,70
Improvement of job opportunities 0,84
Improvement of the professional status 0,81
New beginning 0,84
Not satisfied with occupation of the first degree 0,77
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Based on 17 various motives and aims, we summarized…
4 motive dimensions: • (I) Reorientation,• (II) job security,• (III) improved business opportunities• (IV) orientation to consolidation
• income does not play an important role• Similar to HIS-Study´s results
Bundles of Motives and Aims
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Motives of further education (HIS-Study II)
Tab. 2
Motive: FE within university Motive: FE beyond university
1.Improvement of professional competences
(M=1,66; SD=0,975)Improvement of professional competences
(M=1,34; SD=0,730)
2.Improvement of career opportunities
(M=1,91; SD=1,316)Personality development
(M=2,43; SD=1,303)
3.More interesting/challenging job
(M=2,24; SD=1,216)Acquirement of social competences
(M=2,52; SD=1,319)
4.Personality developmnt (M=2,51; SD=1,228)
More interesting/challenging job (M=2,52; SD=1,285)
5.Reach a higher position (M=2,64; SD=1,283)
Improvement of career opportunities(M=2,58; SD=1,457)
… ……
9.Reach a higher income (M=3,11; SD=1,32). …
10. …Reach a higher income(M=3,40; SD=1,32)
(1= „absolutely“ to 5= “not at all“)
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• Results of IAW-Study:
– excessive demands at work:
98,8 % „no“, 1,2 % „yes“
– underchallenged at work:
54,3 % „no“, 45,7 % „yes“
– no sex differences
• HIS- Study II: counterbalancing of deficits is not important: further
education at universities (M=3,33; SD=1,41), further education beyond
universities (M=2,95; SD=1,45)
Reasons for being interested in further education…
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Nr. 5.6
Wie würden Sie Ihren derzeitigen (bzw. letzten) Arbeitsplatz, Ihre Arbeitsbedingungen und Ihre
Arbeitsumgebung beschreiben?
(charaterization of the work situation)
trifft sehr stark zu
yes, absolutly
trifft gar nicht zu
no, absolutly
not
1….
29
Es wird Wert auf Eigeninitiative (value of initiative of one`s own) gelegt .…..
Meine Arbeit ist weitgehend vordefiniert(predefinded work) …..
1….
1
2….
2
3….
3
4….
4
5….
5
Example
Method
Characteristics of job situation
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Characteristics of job situation(HIS-Study II)
Tab. 3: Factor analysis for the determination of key characteristics of the work situation (HIS study I, rotated component matrix for principal components analysis and varimax rotation), disturbing loads (< .30) were deleted
Results
Characterization of the work
situation
Components
1 2
Innovative environment ,691 -,727
serious consideration of proposals for improvement ,793
Family friendly organization ,713
Emphasis on training/further education ,863
Cooperative atmosphere ,796
Too much bureaucracy ,889
Predefined work ,832
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Job situation and further education (HIS-Study II)
Results of one-way ANOVA:
- Source: 31 Items- persons of first group (innovative job situation)
engage more often in further education than persons of the second group
- F(2, 1245)=4,244; p<,033; η²=,097 - Explanation: Transfer of competences is easier in
the first group
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Satisfaction and further education
• High internal consistency (Source: 15 Items) …
– entire HIS-Study I (Cronbachs Alpha = ,831)
– HIS-Study II(selected participants) (Cronbachs Alpha = ,814)
– IAW-Study (Cronbachs Alpha = ,761)
reflection of these satisfaction-values for different groups (further education: yes;
further education: no but planned; further education: no) (HIS-Study II)
• the more satisfied the more further education
– One-way ANOVA: high significant effects (F(2, 4686)=14,440; p<,001)
– post-hoc-t-test (Bonferroni-Correction): Differences are especially based on
a comparison between persons who engage in further education and
persons who don´t (T (4567)=5,056, p<,000 )
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Does the natural scientific graduate group choose
courses in engineering terms and
the graduate group from economic science choose
courses in economic science?
Influence of employment market: choice and configuration of undergraduate degree
Results
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Focussing in undergraduate degree and choice of contents regarding further education (IAW-Study)
Results
Undergraduate degree:
Humanities
Undergraduate degree:
Engineering and
natural science
Undergraduate degree:
economic science
Courses in humanities28,5 %
(+/- 23,69 %)
15,5 %
(+/- 20,51 %)
15,8 %
(+/- 19,34 %)
Courses in engineering
and natural science
21,6 %
(+/- 22,48 %)
15,6 %
(+/- 17,68 %)
25,0 %
(+/- 32,28 %)
Courses in economic
science
25,7 %
(+/- 21,0 %)
15,7 %
(+/- 17,55 %)
21,3 %
(+/- 20,7 %)
Humanist remain in their area of expertise: F(2, 113)=3,244; p<,043; η²=,0581)
Table 2: Number of attended courses (in percent) in the branch of study, classified in special field of undergraduate degree (mean+/- standard deviation in %)
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Preference of subject in different academic groups (HIS-Study)
Results
“Are there any particular subject areas which univer-sities should offer in the context of scientific further education und qualification?“(Up to five points could be selected out of a list of 23 topics.)
1. Preference of: Natural scientists:
…pedagogical/psychological subjects (65%) Ingineer:
… pedagogical/psychological subjects (28%) Economists:
… national legislation (28%) and management (16%) Humanists:
… data-processing (20%), management (18%) and socio-scientific subjects (11%)
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• 1. Hypothesis: The central motive for investing in further education is the expectation of an increase in income.
The results indicate the following: The causal chain, which is based on the thesis motivational structure, is limited.
Causal
chain
• 2. Hypothesis: A reason for the interest in academic further education program is that the graduate feels overchallenged with the current job situation.
Almost no participant is overchallenged, instead most of the participants are feeling underchallenged; potentials should be the initial point and not deficits change of perspectives
Problem: Heterogeneity – How to analyse the potentials?
Verification of hypotheses
Relevance
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• 3. Hypothesis: The different work situations in which the participants find themselves have a direct impact on their behavior concerning further education.
Confirmed: cooperative and innovative vs. bureaucratic working situation
Further research needed: consequences for competence transfer and further education programs
• 4. Hypothesis: Those engaged in further education are not satisfied with their current work situation.
not confirmed, dissatisfaction is not a central driver for further education; further research needed
• 5. Hypothesis: The participants of further education studies stick to the contentual orientation of their first degree when choosing further education contents.
only partly confirmed, further research needed challenge for universities: „home faculties“ not sufficient for further scientific education
Relevance
Verification of hypotheses
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• demand orientation is more complex• methodical and didactical organization
of further education, content of further
education consideration of different
motives (specialization, reorientation, job security, improvement of job-related opportunities)
• results are very important professionalization of further education at universities should be the focus of didactical efforts
Conclusion
Conclusion
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
Thanks for your kind attention!
Contact:
Institute for Applied Work Science
Ruhr University Bochum, NB 1/174
44780 Bochum, Germany
Phone: +49 (0)234 – 32 23 293
Human Resource Management &
Qualification
Challenges Framework Method Results Relevance Conclusion
• Whereas men focus on specialisation and consolidation(t137 = -.30, p <.004)
• Women do more place emphasis on addiction and affinity(t138 = 2,529, p < .013)
• Selection of undergraduate degree: job market situation influences men more than women(t145 = -2.67, p < .01)
• Structure of undergraduate degree: no differences in regard to role of job market(t137 = -.30, p > .05)
A job market-oriented view concerning undergraduate degree does also influence postgraduate degree!
Role of job market and sexes
Results