CASE STUDY: WHAT NEEDS YOUR ATTENTION
WHEN IMPLEMENTING AN AUTO-HRM
PROGRAMME?
MASTER THESIS
MSc Business Administration
Change Management
Faculty of Economics and Business
University of Groningen
November 9
th, 2014
Word count: 15.260
Name: Suzanne Reitsema (S1948660)
Address: Parkweg 72a, 9725 EL, Groningen
Phone: +31620107659
E-mail: s_guz @hotmail.com
First Supervisor – University of Groningen
Dr. B. Emans
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Abstract
One of the roles of the HR-department is to implement useful tools in the organization. This paper focusses on the implementation of auto-HRM types of tools, which differentiates itself by the direct users being the employees, instead of traditionally the (line)-management. Auto-HRM types of tools require substantial input from the employees, which also has consequences for the implementation the HR-department realizes. This case-study looks at the implementation of an auto-HRM type of tool in an intermediate vocational education centre and attempts to find the determinants in the implementation which influence the intended effect of the tool. Moreover, this study further validates the findings of Emans et al., (2011), who have composed a list of fifteen implementation levers in the categories content, context and process. These levers are used in the research question of this study: “Which content, context and process implementation levers contribute to achieving the intended effect of the auto-HRM programme?” By using a qualitative research method, interviewing HR-personnel, team-managers and employees, an attempt is made to answer this question. In the interviews it was found that all but two of the hypothesized levers influence the intended effect of the tool positively. The lever of participative development in the programme did not have an influence according to the interviewees, secondly, the coerciveness on content matters in the implementation has got a negatively influence on the implementability. Moreover, it was found to be significant for auto-HRM types of tools that the facilitation of rest and space to act on the tool activities, low amount of coerciveness on content matters and finally adequate total programme communication are the most important determinants for auto-HRM programmes success.
Keywords: Human Resource Management (HRM), implementation, auto-HRM programme,
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1. Introduction
People are the most important asset of an organization, however, the role that Human Resource Management (HRM) played in respect to this common opinion, was often overlooked by executives (Becker et al., 2001). Nowadays, HR professionals are no longer seen as solely administrators but have gotten additional roles as strategic partner, employee advocate or sponsor and change agent. The enriched role of HRM is well defined in the theories about strategic HRM: ‘the pattern of human resource deployments and activities intended to enable an organisation to achieve its goals’ (Ulrich, 1997; Wright & McMahan, 1992). Caldwell (2004) points out that HR personnel needs to get out of its traditional inward looking paradigm and need to accommodate to their new roles. But how do we do that? In this turbulent era, we want every part of the organization to excel, in order to survive and enable the organization in achieving the strategic goals. But how can we let the HR-department excel in its practices and give them the opportunity to fulfil their new strategic role?
One of the tasks of the HR-department is providing and developing adequate programmes for other organization members. Most HRM programmes are being set up to support the (line-) managers to perform HRM tasks. In this case-study the HRM programme includes an intensive competence development programme, set up for employees to directly support their own/team performance. The programme cycle includes filling in a (mainly standardized) web-based scan, hereafter dialogue within the team and individually and eventually submitting for training in order to improve underdeveloped team- and/or individual competencies. In this HRM programme, the line-management plays a facilitating role, rather than a directive role. A conversation-facilitator is appointed by the HR-department to guide the team manager and the teachers in this cycle. Hereafter we will refer to this type of programme as ‘auto-HRM programme’.
Theories about HRM performance in general have the tendency to explore HRM practices at the top management levels or HR level, which at best identifies only the intended HRM policies and ignores implemented HRM practices (Khiiji & Wang, 2006). In the ideal world, what we want and what we get is the same thing, but this is far from reality. There is a gap between the practices formulated by policy-makers and the practices operationalized in organizations and experienced by employees. (Purcell & Hutchinson, 2007). When we translate these findings to the auto-HRM programme that is subject of this article, looking at the implemented practices seems even more significant, as the programme is directly developed for the employees to use. The success of the programme is reliant on the implementation. Moreover, Caldwell (2004) points out, that the continued existence of gaps between intended and implemented HRM (HRM-gap) may be influenced by how implementation issues are conceptualised or examined.
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implementing a HRM programme. Through taking in account the influencing implementation levers, the implementability of the programme and thus, the HRM practices can be optimized.
This study was set up in order to further validate the findings of Emans et al., (2011) focussing on the implementation of auto-HRM types of programmes. In this study the researcher will test the implementation lever model in a qualitative case study at an intermediate vocational education centre in the Netherlands. Moreover, this study will attempt to find the answer on how to close the gap between intended and implemented HRM through enhancing the implementability of the auto-HRM programme.
2. Theoretical background and research question
This chapter will explain the two fundamentals of this study, the HRM-gap and the implementation levers found by Emans et al., (2011). As stated in the Introduction, a HRM-gap is frequently present in organizations, referring to the gap between intended and implemented HRM. We believe that this gap can be minimized through embracing the implementation levers, to stimulate the implementability of the programme the HR-department introduces in the organization. Therefore the HRM-gap, the implementation levers and their relation is explained hereafter.
2.1 HRM-gap: intended versus implemented HRM
According to Ulrich (1997) the four HRM roles are management of strategic human resources, infrastructure, employee contribution and change. In practice, the HR-department uses a variety of programmes to enact these roles, such as performance programmes, reward systems, training programmes and so on. A challenge for the HR-department lies in achieving the intended effect of a HRM programme. For example, an organization that introduces ‘motivating’ programmes is more likely to achieve higher satisfaction and thus higher organizational performance than the organization that dissatisfies its employees through the use of ‘demotivating' programmes (Khiiji & Wang, 2006).
As mentioned in the Introduction, researchers previously had the tendency to explore HRM practices on top management or HR-department level, instead of looking at the employees who are the receptor of the HRM practices. However, more recently, several authors have identified a gap between the intended practices from management or HRM point of view and on the other hand the day to day experience of the employee (Khiiji & Wang, 2006; Hailey et al., 2005; Claes & Heymans, 2008; Walker & MacDonald, 2001). The definition of 'intended' HRM we use is the practices formulated by policy-makers (HR-managers and senior management), subsequently 'implemented' HRM refers to practices operationalized in organizations and experienced by employees (Khiiji & Wang, 2006).
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we want to upgrade the effectiveness of the implementation. Klein & Sorra (1996) define implementation effectiveness as the consistency and quality of the targeted organizational members’ use of an innovation. Furthermore they argue that this is determined by the strength of an organization’s climate for the implementation of that innovation and also the fit of that innovation with the values of the proposed users. Thus, to close the HRM-gap, were are not looking at the instrument itself but at the implementation and the fit with its proposed users.
2.2 Implementation levers
The purpose of this research is to define the influencing determinants for reaching the intended effects of the auto-HRM programme and thus a state of (higher) implementation effectiveness. As mentioned this study tests the implementation lever model constructed by Emans et al., (2011) and specifying it to the field of auto-HRM types of programmes. The model of Emans et al., (2011) encloses fifteen levers which contribute to the implementability of HRM programmes. For reasons to be explained below, four levers were combined into two levers. The lever previously labelled as the input from multiple perspectives, is being combined with the lever participative programme development. The lever of suitable timing of the implementation is combined with adequate planning. Since the nature of these concepts have overlap, the researcher chose to simplify the model in order to make it more useable. The implementation levers are divided in three categories namely: content, context and process levers. In this section the levers and their proposed influence will be explained.
Lever 1: Programme adaptability (content related)
Change recipients are more likely to respond adaptively to an organizational change if they perceive a work environment that facilitates them in generating and implementing new and useful ideas. These ideas are necessary for achieving change-oriented coping strategies (Battistelli et al., 2013). This statement applies to organizational change, but it can also be translated to the implementation of an auto-HRM programme. Leaving (restricted) room for adaptions and modifications of the programme, gives the user the possibility to make an ultimate fit between the programme and their daily occupations.
Programme adaptability is defined as the degree to which involved organization members, when using the programme, have freedom as regards the way they do so (Emans et al., 2011). We hypothesize that the more adaptable an auto-HRM programme, the more implementable it is.
Lever 2: Programme embeddedness (content related)
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the organization, Rogers (1983) emphasises the importance of the so-called compatibility of an innovation: “the degree to which an innovation is perceived as being consistent with the existing values, needs and past experiences of potential adopters”. Thus not only looking at an integrated strategy is important, but also the intrapersonal aspects of values and needs should be appointed in setting up the programme.
Programme embeddedness is defined as the degree to which a HRM programme fits with existing strategy, processes and needs in the organization. It is hypothesized, the more embedded an auto-HRM programme is, the more implementable it is.
Lever 3: Programme simplicity (content related)
One can imagine that when implementing change, the recipient favours understandable tasks, instead of complex tasks. Philbin (2008) states that among other characteristics, increased complexity is leading to greater risk. Complexity, suggests a narrow focus, based on a set of constraints and closely defined goals that are achieved with a limited assortment of decisions (Miller, 1993; Miller & Chen, 1993). It is likely that change recipients are more willing to change, when the changes they face are simple, rather than complex. This is in accordance with the objective of Rogers (1983) and Davis et al., (1989) who emphasize that the degree to which a potential adopter views usage of the target system to be relatively free of effort positively influences the acceptance of the innovation. Obviously we do not want to burden the recipient with anything else than necessary. Above mentioned theories apply to change programmes in general but it can also be argued that these also apply to auto-HRM types of programmes. With the direct user being the employee instead of the (line-) manager (as is the case with an auto-HRM programme) the simplicity may be even more important, because organizations aren’t naturally accustomed to the employee being the foremost user.
Programme simplicity is defined as the degree to which a programme is free of elements that are hard to grasp for the actors involved (Emans, Boeve & Postema, 2011). We hypothesize that, the simpler an auto-HRM programme is set up, the more implementable it is.
Lever 4: Attractiveness of programme contents (content related)
When implementing a HRM programme, the attractiveness of the programme contents is an important influence on the user’s opinion on the programme. Looking at the attractiveness of the programme content we can distinguish two views, on the one hand the content design and also the programme attractiveness as a whole. When looking at the design of for example using language understandable for every employee, being clear and using an appealing design are likely to influence the use of the programme.
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using a specific application system will increase his or her job performance within an organizational context” (Davis, 1989). The user must feel advantage over previous ways and feel that the programme will increase his or hers performance, which will increase the adoption of the programme.
Attractiveness of programme contents is being defined as the appealing design and content of the programme, as well as being useful in the eyes of the recipient. It is hypothesized that the more attractive an auto-HRM programme content is, the more implementable it is.
Lever 5: Attention to organizational politics (process related)
The common view is that organizational politics is a negative fact of life in every organization (Miller et al., 2008). As Boddy & Buchanan (1992) propose, organizational change is doomed to fail, as long as organizations to not pay attention to power-relations. However, a recently executed multilevel study of Bouckenooghe (2012) pointed out a more positive influence of organizational politics on organizational change. Along with other theorists, he argues that political behaviour is not only inevitable in the context of organizational change, but also necessary for stimulating creativity and debate and thus, should be viewed positively (Frost & Egri, 1991). Bouckenooghe finds a moderating role of trust in top management. With high indication of politics and high trust in management, people are likely to show commitment to change, as opposed to the indication of low amount of trust. Thus, organizational politics can play a positive stimulating role, as well as an obstructing role in organizational change, depending on the level of trust in management.
Organizational politics is defined as the degree to which power relations within the organization have been taken into account when an HRM programme was developed and introduced (Emans et al., 2011). Accordingly, it is hypothesized that the more the HR-department takes in account the organizational power relation in setting up an auto-HRM programme, the more implementable it is.
Lever 6: Participative programme development & Input from multiple perspectives (process related)
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Participative programme development is defined as the degree to which those who have to act in the HRM programme were enabled to contribute to its development (Emans et al., 2011). Thus, it can be hypothesized that the more the HR-department uses participation of multiple layers of the organization in setting up an auto-HRM programme, the more implementable it is.
Lever 7: Coerciveness of programme implementation (process related)
The previously discussed participative approach opposes the authoritative coercive approach. The participative approach recognizes the value of all layers of the organization, however research shows there are limits to this approach. It is argued that in absence of coercive pressure, changes that are inconsistent with the culture of an organization, tend to be fragile and subject to regression (Kotter, 1995). As Dunphy and Stace (1988) argue; a more directive and coercive approach, rather than the traditional participative approach, brings an organization into fit with changing environmental circumstances. They posit a continuum of getting the organization changed which includes participative mean, authoritative direction and coercion. They argue that there is no one best way and the fitting change approach depends on the situation the organization finds itself in. When the employees are motivated to change, the participative approach could be the best fit. Moreover when the dominant coalition has sufficient power and respected authority, a more directive approach can be useful.
The lever of coerciveness of the implementation is closely related to the previously discussed participative programme development lever and organizational politics. The coerciveness of the programme implementation is defined as the degree of use of explicit or implicit force between managers and employees and an autocratic process of decision-making by management and other stakeholders. We hypothesize the more coercive the implementation of an auto-HRM programme is, in a situation with a powerful and respected dominant coalition, the more implementable it is. Also we hypothesize, in a situation where the employees are motivated, coerciveness has a negative effect on the implementability of an auto-HRM programme.
Lever 8: Gradualness of programme introduction (process related)
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employees being the direct users requires an implementation where the employees easily can accommodate and adapt to, which is the case with incremental change.
The gradualness of programme introduction is defined as the degree to which the introduction process is split up in a number of small steps, while those steps are taken one at a time, rather than simultaneously (Emans et al., 2011). We hypothesize that the more gradual an auto-HRM programme introduction is, the more implementable it is.
Lever 9: Suitable timing and sound planning of programme implementation (process related)
Timing is everything, a well-known quote of day to day life. One can imagine that this also applies to the implementation of HRM programmes. Two important questions arise when it comes to planning and timing of the programme implementation. Does the implementation of the programme come at the right time and is the planning of activities related to the programme adequately set up. Organizations are constantly adapting to their changing environment, which frequently includes change for all employees. But is it realistic that the employees follow up the new procedures that come with the new programme implementation at the set time? The HR-department should take in account the time that is required to fulfil the new actions that come with the new programme, in order to make sure that the employee has sufficient room to act upon it. The HR-department primarily works in consultation with the managers, but when it comes to the auto-HRM programme the employees are the direct partners. Therefore the planning and timing of the implementation should be addressed with extra attention by the HR-department, making sure the employees can fulfil the programme tasks.
Moreover, the timing of the implementation should fit the need of the organization and the employee. When the organization is obliged to follow new laws and regulation, it is reasonable that there is no possibility to postpone the implementation. However, the organization or HR department can prioritize the most important change needed. Thus, we hypothesize that the more the HR-department takes in account a suitable timing and planning for the employees engaged in an auto-HRM programme, the more implementable it is.
Lever 10: Emotional involvement of managers and employees (context related)
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programme where the direct partner is the employee, the management still facilitates and benefits from the programme when it works as intended. As Walton (1985) poses, an organization is able to reap benefits if and only if it adopts HRM systems that foster trust, communication and collaboration (Walton, 1985). The influence of the emotional involvement of employees is also vital in organizational change. All people who are affected by change experience some emotional turmoil (Luke, 1973). Their emotional support to change has got a positive influence in decreasing possible resistance to change.
The emotional involvement of managers and employees is defined as the visible support of management and employees. We hypothesize that the more emotional involvement of managers and employees is present in relation to the implementation of an auto-HRM programme, the more implementable it is.
Lever 11: Programme publicity generated by programme successes (context related)
Even a small change benefits from an evaluation, as sharing of the outcomes and lessons learned will bring attention to the activity (Council, 2006). Success should be celebrated, what worked and what didn’t work, in order to create awareness and ownership over the programme. Kezner (2013) also emphasis the value of publicity through programme successes, while he pushes on sharing recognition for project success with the entire project team and line managers. As Kotter (1995) explains, transformations often fail because there is an absence of short-term wins. He explains that people need short-term wins associated with the change, to justify the journey they have taken. When there are no success stories it is likely that the sense of urgency drops and the receptor joins the groups that have been resistant to the change. Translated to the implementation of the auto-HRM programme, it seems necessary to actively stimulate programme publicity of the successes that have been achieved. Creating milestones along the way, which will bring positive publicity, positively influences the success of the change.
Programme publicity generated by programme successes is defined as the intended and specific communication about successes the programme has reached. It is hypothesized that the more the HR-department generates publicity generated by programme success, the more implementable it is.
Lever 12: HRM co-workership (context related)
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When looking at HRM co-workership in the implementation of the auto-HRM programme, the communication and facilitation of the HR-department should be a priority in order to achieve the sense of ownership. As the employee being the direct user, the workload of the employee can be compromised through inadequate attention to this lever. As the term co-workership insinuates, HRM co-workership is defined as the degree to which the HR-department relieves the work load or otherwise facilitates the task of organization members whose task is to enact an HRM programme (Emans et al., 2011). It is hypothesized that the more the HR-department is taking upon tasks resulting from an auto-HRM programme, the more implementable it is.
Lever 13: HRM accessibility (context related)
Making HR-departments accessible and providing management support and commitment in implementing changes throughout the organization is a key determinant in successful implementation (Khiiji & Wang, 2006). The employees need to be able to ask questions and the HR-department needs to promote its ownership over the programme’s implementation. It can be imagined that solely implementing the programme and subsequently abandoning the employee is not stimulating an effective implementation. HRM’s accessibility is defined as the degree to which the HR-department can be contacted for help and advice, when those who have to enact an HRM programme are in need of help and advice (Emans et al., 2011). Moreover we hypothesize that, the more the HR-department is accessible in the cycle of an auto-HRM programme, the more implementable it is.
2.3 Research question
Putting the theories about the HRM-gap and the implementation levers as discussed together leads to the research question of this study. The research question and three sub-questions will be elaborated in this paragraph. Furthermore the three types of implementation levers (content, context and process) will be briefly stated after. The higher the implementability resulting from taking in account the implementation levers, the higher the chance of reaching the intended effect of the auto-HRM programme. As hypothesized in §2.2, the implementation levers influence the implementability of the programme.
The research question which this study will aim to answer:
Which content, context and process implementation levers contribute to achieving the intended effect of the auto-HRM programme?
In order to answer this research question three sub questions were set up:
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- How do the context implementation levers influence the intended effect of the auto-HRM programme?
- How do the process implementation levers influence the intended effect of the auto-HRM programme?
The clarification of the three categories of implementation levers:
Content implementation levers - Programme adaptability; Programme embeddedness; Programme simplicity; Attractiveness of programme contents.
Process implementation levers -; Attention to organizational politics; Participative programme development & Input from a diversity of perspectives; Sound planning and suitable timing of programme implementation; Coerciveness of programme implementation; Gradualness of programme introduction.
Context implementation levers - Emotional involvement of managers and employees; Programme publicity generated by programme successes; HRM co-workership; HRM accessibility.
3. Research method
Having clarified the background and research question, the research method will now be elaborated. Firstly the organization and the auto-HRM programme subject of this case-study will be discussed. Subject of this case study is an intermediate vocational education centre in the north of the Netherlands. In April 2013 the HR-department implemented a competence development programme among the 830 teachers the school employed at that moment. The programme was implemented by the HR-department and the team managers were proposed to follow the cycle of the auto-HRM programme. The teachers were enabled to assess their own/team professionalism by self-evaluating through a web-based competency scan. The next phase included a maximum of three dialogues within a team about individual and team related themes of development. These dialogues were guided by the team managers and accompanied by a conversation facilitator appointed by the HR-department. These dialogues were initialized to stimulate teachers in actively taking training on the competences that do not meet the norm, on individual and team level.
After discussing the subject of this case study, hereafter the data collection method, data sample and data analysis will be explained.
3.1 Data collection
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important contingency factors by collecting data in this limited way (Purcell, 1999; Truss, 2001). Having noticed the absence of employee’s experience in existing literature, we chose a qualitative way of researching through interviewing.
The data collection of this study can be divided into three phases which are shown in Table 1, which is shown below. The first two phases are preliminary and the third phase is the actual data collection. As Table 1 illustrates, Phase 1 includes the analysis of internal documentation at the organization in order to gain a clear view of the intended effect of the HRM programme. Looking at the research question of this study, it is important to determine what exactly the intended effect is. In this study we attempt to find which determinants influenced achieving this intended effect. Therefore in Phase 2; HR-officers were interviewed in order to shed light on the intended effect of the auto-HRM programme. Phase 3 includes interviewing teachers, team managers and conversation facilitators to identify the implemented/experienced effect of the programme and furthermore, the effect of the content, context and process implementation levers.
Table 1. Research design qualitative case study
Procedure Purpose
Phase 1 Phase 2
Documents review Interviews HR-employees
Descripting the field of research Identify the intended effect Phase 3 Interviews with teachers, team managers and
conversation facilitator
Identify the implemented effect and implementation levers and their influence.
The in total thirteen interviews are semi-structured, using the framework of the implementation levers of Emans et al., (2011) as a starting point. An interview-protocol was set up in order to frame all interviews in the identical manner, but because of the different occupations of the interviewees, the questions were asked differently for each occupation, but the outline remained. The interview protocol consists of two parts, which will also be the outline of the coming Results section of this article. The first section discusses the intended effect of the programme as is determined by the organization. The achievement of the in total nine intended effects of the programme are discussed separately and the influencing factors on that achievement were attempted to be determined. Moreover, the researcher attempted to find actual experiences of the interviewees which will explains this achievement. These could be the hypothesized levers, or levers that were not discussed in the Theoretical Background of this article, but do act as a levers. The second part of the interview discusses the implementation levers as hypothesized in the Theoretical Background. The presence of each lever is determined, subsequently the influence and examples of this influence are captured.
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the researcher to make transcripts. These transcripts make it possible to comprehensively and systematically analyse the interview outcomes.
3.2 Data sample
In this case-study, the HR-officers that were responsible for the implementation of the auto-HRM programme were interviewed for the second phase (Table 1). For phase 3, two conversation facilitators were interviewed who volunteered to share their experiences with the programme. Furthermore, three team managers and eight teachers were interviewed. The sample of the team mangers and teachers was acquired through the purposive sampling method, group participants with preselected criteria relevant to the research question are being chosen for the sample. Extreme case sampling was used as the purposive sampling method, where the enthusiast and critical managers and teachers are interviewed. This type of sampling was chosen in study, because this often provides broad insight into a particular phenomenon, which can act as lessons or best practice that guide future practice.
3.3 Data analysis
The interview consist of two parts, the first part discussing the intended effect of the auto-HRM programme, the second part discussing the hypothesized implementation levers. The plurality of the retrieved data, due to the addressing of the intended effects and the implementability levers, made the researcher chose to create a work document for the data analysis.
To start off, each of the thirteen transcripts of the interviews were printed and fragmented line by line, into relevant fragments which concern either the intended effect or a specific influencing implementation lever, or both. Hereafter every fragment is coded alphabetically from A-I (in red) when it concerns the intended effect of the programme, each letter referring to one of the nine effects. The transcripts were coded according three categories, firstly A-I * 1 experienced achievement of each intended effect. Secondly A-I * 2 was assigned for reasons for this achievement and A-I * 3 for examples of experiences which indicate this achievement. As A-I * 2 is referring to a possible implementation lever the two parts of the interview are highly connected.
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merged or renamed in order to give an adequate overview of the established data. As indicated this coding made it possible that multiple codes were addressed to one fragment.
When processing the first part of the interview, the work document entails a table for every intended effect as stated by the organization, giving a total of nine tables. This table shows each interviewee separately and addresses whether or not the intended effect is achieved and what influenced this outcome as experienced by the interviewee. Each code A-I *1 was assessed looking for the answer whether the intended effects are achieved or not. Thereafter for each intended effect, the reason for achieving or not achieving was placed in the table, coded previously A-I * 2. If mentioned, examples of those influencers were also placed in to the table, previously coded A-I * 3. By handling each transcript one by one, for each intended effect, a holistic overview of the intended effects was retrieved in the work document.
The second part of the interview discussed the implementation levers as hypothesized. In this part, the work document was set up where each single implementation lever was addressed in its own table. Again each interviewee was shown separately in these tables. Through the numerically addressing of the levers in each transcript, the researcher could identify answers relating to the lever. This includes, the influence 1-16 * 1, reasons 1-16 * 2 and examples from the interviewee (1-16 * 3). A positive influence was granted when the presence of the lever had a positive influence, or the absence of the lever had a negative influence on the implementability of the programme. A negative influence was granted when the presence of the lever had a negative influence, or the absence of the lever had a positive influence on the implementability of the programme. Hereafter each transcript was scanned and the available data was put into the matching table boxes, giving the research a comprehensive overview of the experienced implementation influencers.
4. Results
This chapter will give an overview of the results of the interviews. As discussed in the Methods section, the interview consists of two parts. First, in order to determine which levers play a role in achieving the intended effect of the programme, each of the nine intended effects were discussed. These results of the first part of the interview can be found in §4.1. In the second part of the interviews, the hypothesized levers were discussed separately, in attempt to find the influence of these specific levers on the implementability of the auto-HRM programme. These results are discussed in §4.2.
4.1 Outcome interview part 1
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Table 2. shows an overview of the influencing determinants on the intended effect as identified by the interviewees. The left column shows the determinants that are responsible for the realisation of the intended effect. The right column shows the determinants that are responsible for not realising the intended effect of the auto-HRM programme.
Table 2. Influencing determinants on intended effect of the auto-HRM programme Realising intended effect Not realising intended effect
Enthusiast co-workership by HRM Adequate embeddedness of programme Programme adaptability
Suitable time allocation of programme activities
Too much steering team manager on content matters Not enough steering of the conversation facilitator Inadequate communication in the programme No support / involvement of management
Insufficient time allocation of programme activities High programme adaptability
Looking back at the implementation levers hypothesized in the Theoretical Background of this article, it is found that for a selection of them, the direct link to achieving the intended effect is reflected in the interviewees´ experience.
- HRM co-workership;
- Programme embeddedness; - Programme adaptability; - Involvement of managers.
These and the other hypothesized levers will be discussed in §4.2. The three found influencing implementation levers that were not hypothesized are; Facilitation of time to act on the activities related to the auto-HRM programme; Steering of the team manager/ HR-officer in the programme and Programme communication. These influencing determinants will be discussed hereafter.
Facilitation of time to act on the programme.
When looking at the hypothesized implementation levers, the timing and planning is discussed. However, the activities that are required to be done in the programme should be embedded in the day to day programme of its users. During the interviews it appeared that the users did not feel they could fulfil the programme activities the way it was intended, due to other priorities. Hereafter two quotes from the interviews will be given, which will shed light on this influencer.
Quote teacher 1: “There were a lot of submissions for training, however the training moments were booked
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Quote conversation facilitator 1: “The Tuesday and the Friday afternoon should be planned free for training,
which means an intensification of the other days. Reality is, Friday often is BAPO (red. Dutch system for promotion of elderly participation) and part-timers are often free on Friday afternoon. To have a training on Friday is very hard, you can do it but it goes at the expense of something else. The Tuesday is very busy, it is hard for teachers and team managers to plan training. The initiative is very good, but the consequences for the rest of the activities are for the teams to solve.”
The planning and timing can be adequate on paper, however in this case it seems that the day to day priorities jeopardize fulfilling the activities associated with the programme. Management planned the Tuesday and Friday afternoon free for any programme related activities, however, the reality is that those moments are frequently filled with other priorities. The embeddedness of the programme will also be discussed as a separate (hypothesized) lever, but the emphasis on time is not evident there.
Steering of team manager / HR officer in the programme.
This case-study concerns an auto-HRM programme. The employee is the direct user, however the emphasis lies on the functioning of the teams they are in. The dialogue and setting up of the development plans is done with three stakeholders, the conversation facilitator, team (member) and the team manager. The coerciveness of the programme is hypothesized in the Theoretical Background, however this does not pay attention to the coerciveness/steering of the team manager/conversation facilitator on the content of the programme, but rather on the process. Hereafter two quotes from the interviews will be given, which will shed light on the influence of this lever.
Quote teacher 1: “There was a difference in opinion in the team. The team manager thought that the team
should develop itself on ‘bad news conversations’. However, the team thought that we had to be on a more didactical route. There the dialogue was finished. The team manager is more on her own track, instead of that of the team. (..) The team manager should be more humble.”
Quote teacher 1: “A beginning is made with the dialogue, but in my opinion this should have a more open
character. (..) How do you want to get professional, when the professional is being restricted? There I see a discrepancy. The team manager is too steering and that means that a lot of people just shut up.“
Multiple interviewees indicate a negative influence of coerciveness/steering of content matters, on the achieving of the intended effect. In setting up the team plan multiple interviewees did not feel free to give input on the content of these plans, which was experienced as very harmful. These results suggest that coerciveness / steering on content matters has a negative influence on the implementability of the auto-HRM programme.
Programme communication.
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successes’. However there is more than communication of success. The relation with the involvement of the managers and employees and the communication is evident. The interviewees addressed the importance of the communication prior to the implementation and during the cycle numerous times. Hereafter two quotes from the interviews are given, which will shed light on the influence of this lever. Quote team manager 1: “How can you be emotionally involved if you don’t know what is coming?”
Quote conversation facilitator 1: “I think that the continuity of this process and the insight of the teachers is
an important point for improvement. What is in it for me? It should be clear what it yields, not only the effort to put in. People want to know what it yields, in every way possible.”
The interviews suggest that adequate communication within the programme has a positive influence on the implementability of the auto-HRM programme.
4.2 Outcome interview part 2
Each of the thirteen hypothesized implementation levers and their influence are discussed in the second part of the interviews and these findings will be elaborated in this section. The thirteen implementation levers were hypothesized in the Theoretical Background section and will be cross referenced against the retrieved interview data.
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Table 3. Overview interview answers on the hypothesized implementation lever´s influenceAs stated table 3 gives a comprehensive overview of the second part of the interviews. Hereafter, the influence of each hypothesized lever will be elaborated, with the support of suiting quotations from the interviews.
1. Programme adaptability
The data attained concerning the influence of programme adaptability on the implementability of the programme, shows differences in the three interviewee groups (teacher, team manager & conversation facilitator). In the interviews with the teachers the lever was hardly recognized. The earlier interview with the programme manager indicated that the programme set up was relatively strict, this would explain the teacher´s experiences. The team managers who worked with the programme saw a positive influence of the programme adaptability on the implementability of the programme. They could use the programme in their ‘own’ way to make a good fit for their team.
L ev er P o sitiv e i n fluen c e Negat ive inf luen ce No inf luen ce No dat a 1. Programme adaptability 5/13 1/13 7/13 2. Programme embeddedness 11/13 2/13 3. Programme simplicity 10/13 3/13
4. Attractiveness of programme contents 6/13 7/13 5. Attention to organizational politics 8/13 5/13 6. Participative programme development & Input from a
diversity of perspectives
1/13 5/13 7/13
7. Coerciveness of programme implementation 3/13 5/13 6/13 8. Gradualness of programme introduction 4/13 9/13 9. Sound planning and suitable timing of programme
implementation
6/13 2/13 5/13
10. Emotional involvement of managers and employees 7/13 6/13 11. Programme publicity generated by programme
successes
11/13 2/13
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Quote team manager 1: “I could handle it flexibly. I have poured it in my own process. There was space to
do that. The programme is part of the work, if you put it in a framework, then it is understandable for my team members. Because we have worked with this framework the last two years, it is also workable.”
One conversation facilitator experienced it as positive that it was possible to make use of her own conversation methods to fit each team specifically. When looking at the timing and planning of the programme, she pointed out that it was too adaptable, which harmed the continuity of the programme. Quote conversation facilitator 1: “My first dialogue was in December, the second and third still have to take place. Six months in between. When I start talking about the programme now, it is: What is that? The period in-between is too long, it is too adjustable. You should give structure. Through the pensiveness there is now one team that did not have the first dialogue. Results you will not achieve through forcing, but to embed and don’t let other things get prioritized more quickly.”
The hypothesis with regards to the Programme adaptability: The more adaptable the auto-HRM programme is, the more implementable the programme is. The team managers and conversation facilitators who were able to adapt the programme experienced this as positive. Therefore, the obtained data is in accordance with the set hypothesis.
2. Programme embeddedness
The teachers, the direct users of the programme, pointed out the embeddedness of the programme to be insufficient. They argued that the programme is more on the side line of their work and identified a higher prioritizing of the day to day activities that aren’t related to the programme. This lack of embeddedness was found to be negatively influencing the implementability of the programme.
Quote teacher 2: “If I would ask my colleagues what the programme is, I think some of them will say: what
is that? Due to lack of time and everything that came between, we did not have a lot of team meetings this year. If one colleague is overworked and the other halve has got another job, it is hard to find the time to meet. That is the beginning of getting apart from each other.”
Quote teacher 8: “I think it is still on the side-line. You hear the team manager say: Oh you can get your
training demand out of it. But it is not obvious. It should be embedded more, to get more out of it.”
A teacher indicated a positive influence of embeddedness on the implementability, due to it being embedded on paper adequately. A conversation facilitator seconded this, however, he felt the influence of this lever depends on the freedom that colleagues have to take other decisions.
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embedded adequately was found to have a positive influence on the implementability. Therefore, the obtained data is in accordance with the set hypothesis.
3. Programme simplicity
Two of the teachers indicated that the programme was simple. Side note is that one of these teachers recently changed jobs and had a history in management. Because of that experience, she was accustomed to ‘management language’. Moreover, the interviewees merely indicated that the programme was not simple. Looking at the questions asked in the programme, numerous complaints were given. Examples are that the questions in the first part of the programme (web based scan) are too abstractly formulated, not clearly formulated and not translated to the people who are using the programme. Moreover it was experienced as lot of questions and too detailed to translate to developing themes.
Quote teacher 2: “If the translation to the practice was done more adequately than I would be more
enthusiastic about the programme. I know I had to think it through, what is being asked here? There are colleagues who didn’t like it at all.”
The hypothesis with regards to Programme simplicity: the simpler the auto-HRM programme is set up, the more implementable it is. Analysing the interviews suggests that the programme not being simple, negatively influenced the implementability of the programme. Therefore, the obtained data is in accordance with the set hypothesis.
4. Attractiveness of programme contents
When addressing the attractiveness of the programme contents there was no signals of a distinct influence. The content is mostly determined by the simplicity of the tool, see lever 3. When the programme usefulness and relative advantage was discussed the teachers indicated they are willing to develop and thus see a development programme as valuable.
Quote teacher 6: “You want to use it easily, for example name a couple of areas where you want to develop
in as a team and have an opinion on it. It should be limited to a useable agenda. The score should be clear and that you understand what you have measured and that the reality is caught in the photo, but that is not the case. There are too many point to go in discussion about”
Quote conversation facilitator 2: “One team was very critical about the supply of training: I don’t find what I
really want there! However they have educated themselves extensively in their own and other fields”.
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last part of the programme cycle, the teachers and managers where satisfied about the supply of training that was offered which positively influenced their perception on the programme. One conversation facilitator as quoted above stated that the supply was inadequate in the eyes of a team, however, this team scored relatively high on their set of competencies.
The hypothesis with regards to “Attractiveness of programme contents”: The more attractive the auto-HRM programme content, the more implementable it is. The attractiveness of the content is merely determined by the simplicity of the programme, as discussed in the previous lever. The interviews indicated that especially high usefulness and high relative advantage appeared to be positively influencing the implementability. Thus, the retrieved data is in accordance with the set hypothesis.
5. Attention to organizational politics
A majority of interviewees did not feel there was enough attention spent to organizational politics. Problems indicated were: low amount of trust, directive decision making from management and not takin into account the view on management the teachers have.
Quote teacher 7: “There is a lot of tension, old pain. There are people who said, I just filled it in positively because I don’t want to be judged at it in my progress interview. I don’t want to be fired. I don’t think that the programme took this in account.”
Quote conversation facilitator 2: “The most resistance is in, where is it used for? The one teacher filled it in
positively and the other negatively. Both to protect themselves. The fear of negative consequences is there I think”.
The hypothesis with regards to “Attention to organizational politics”: The more the HR-department takes in account the organizational power relation in setting up the auto-HRM programme, the more implementable it is. Analysing the interviews, suggests that the programme does not take in account the political tensions that are felt by the users of the programme. This negatively influences the way the users view the programme. Thus, not sufficiently taking in account the organizational politics negatively influences the implementability of the programme. Therefore, the obtained data is in accordance with the set hypothesis.
6. Participative programme development & Input from a diversity of perspectives
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Quote teacher 1: “I did not prioritize cooperating in the setup of this programme and it did not have influence
on my programme view.”
The hypothesis with regards to the Participative programme development: The more the HR-department uses participation of multiple layers of the organization in setting up the auto-HRM programme, the more implementable it is. The organization did try to involve the employees in participation in the setup of the programme. However, the interviewees did not participate due to other priorities. Thus, no evidence is found for the hypothesis set.
When the input from a diversity of perspectives was discussed the response was low and no real influence could be determined. The team managers could adapt the programme and poor it in a natural process of their work, but about their input in the beginning of the programme no data was acquired. The hypothesis that was set: The more the HR-department uses input from a diversity of perspectives in setting up the auto-HRM programme, the more implementable it is. Due to the lack of data this hypothesis could not be tested.
7. Coerciveness of programme implementation
Coerciveness was experienced in the beginning of the programme cycle. Every employee had to participate. However, because of the motivation of the employees to work with this type of programme, no negative influence was granted.
Further on in the programme where the dialogues took place, coerciveness was experienced negatively, as is discussed in §4.1: Steering of manager / HR. The management often was very decisive in setting up a team-plan, not letting the employee participate in the content. Moreover, a relation between the communication and coerciveness can be indicated.
Quote teacher 2: “My experience with coerciveness is dependent on the communication. Through bad
communication there was low commitment and thus a negative influencer.”
Quote teacher 6: “It appeared via the mail and beforehand the team manager communicated about it so I
didn’t feel forced.”
The first part of hypothesis with regards to the coerciveness of the programme implementation: The more coercive the implementation of the auto-HRM programme is, in a situation with a powerful and respected dominant coalition, the more implementable it is. Analysing the interview data, the relation between coerciveness and powerful and respected dominant coalition is not being recognized. As pointed out, a negative influence of coerciveness was recognized when management’s decision making on content matters were unsolicited. Therefore the data obtained is not in accordance with the set hypothesis.
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the auto-HRM programme. However, multiple interviewees who indicated themselves as being motivated, did not feel the coerciveness had an influence on the implementability. Therefore, the found data is also not in accordance with the second hypothesis.
8. Gradualness of programme introduction
In a few interviews the relation between the programme communications found to be a determinant whether the gradualness of the programme played a role on the implementability of the programme. On the one hand, it was adequately communicated and positively experienced by the users. Adversely, according to a conversation facilitator, the cycle was not communicated adequately and she felt this was harmful.
Quote teacher 1: “I knew it was coming, and when. I think it was logical the way the programme was set up
in multiple steps.”
Quote conversation facilitator 1: “I think that the continuity of this process and the insight of the teachers in
it is an important point of improvement.”
The hypothesis with regards to the Gradualness of the programme introduction: The more gradual the auto-HRM programme introduction is, the more implementable it is. Analysing the interviews suggests the gradualness of the programme has got a positive influence on the implementability. Moreover it is found the influence is also depended on the communication of the cycle. Thus the obtained data is in accordance with the set hypothesis.
9. Sound planning and suitable timing of programme implementation
The programme is implemented in multiple teams at multiple locations at the same time, with the same planning for the cycle. In the interviews it is recognized that the teams had different activities which had to be combined with the activities related to the auto-HRM programme. Therefore the data obtained on this lever shows great variances, the conditions for every interviewee not being similar. Moreover the organization got an audit from the “Educational Inspection” (Dutch governmental supervisor on education quality) around the time of implementation of the programme, which activities crossed that of the auto-HRM programme.
Quote teacher 3: “Sometimes it was so confusing that we got crazy because of all of the training we had to do for the Inspection.”
Quote teacher 7: “The inspection was in February, so the timing of the programme was good. However it
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Quote team manager 1: “If you have so much priorities between April and June, working with an extra
instrument does not work. You are closing and starting. The ideal moment is the beginning of the year, or in October November. Then there is more stability and rest. That is why most teams didn’t manage to have a meeting in April. That does not fit, if you have so much other priorities. If you ask your employees to invest in the programme in peak periods, than maybe it is handled halve serious. Some teachers have addressed that.”
Quote team manager 2: “Planning was not good, that really can go better. It should come sooner. The
results came too late to render a team plan. That is necessary if you want to embed the programme.”
The hypothesis with regards to sound planning and suitable timing , the more the HR-department takes in account a suitable timing and planning for the employees affected by the auto-HRM programme, the more implementable it is. The interviewees indicated a negative influence on the implementability when either the planning of timing was not adequate. Adversely a positive influence on the implementability was granted when the planning/timing was taken in account. Therefore, the obtained data is in accordance with the set hypothesis.
10. Emotional involvement of managers and employees
The involvement of managers and employees was merely indicated as low. Reasons that were given in the interviews were: low priority of the management, poor communication and finally three teachers who indicated this lack of involvement came through the complicated set-up of the responsible team managers. One location of the organization in question handles a structure where there is a team manager and a separate HR-manager. The team manager addresses the education part and the HRM-manager discusses the development and other HRM related issues. It was not clearly communicated who had the ownership in the case of this programme, for example in the dialogues that progressed out of the web based scan. This resulted in poor involvement in the programme. It was evident that the team manager is a role model and their involvement positively influences the involvement of the teachers.
Furthermore a positive relation was found between programme communication and involvement. Quote teacher 2: “Communication is very important. It wasn’t alive, but all theoretical. Maybe somebody had
to go to all teams with an enthusiastic story and communicating the cycle. Telling us that we are being taking care of, the involvement would be bigger then. (..) We have said it before, there is some kind of layer between the management and us. There is often a lack of communication and understanding. Do they really know what is happening in the schools? Come together and show that you are interested.”
Quote team manager 1: “How can you be emotionally involved if you don’t know what is coming?”
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employees positively looking at their own involvement and of the programme in total. Adversely, lack of involvement of managers was found to be disturbing. Thus, the obtained data is in accordance with the set hypothesis. Side-note: The relation between involvement and the communication in the programme is evident.
11. Programme publicity generated by programme successes
Two team managers indicated they celebrated successes within the team which was received positively by their team members. However, they did not see any celebration of success organization-wide. Taking the time within the team to talk about the successes clearly has a positive influence on the implementability of the programme.
Quote team manager 2: “You have to make the time, you have to seize the moment. That is what we did in
the team and evaluated. I never realised that we have achieved as much, which is a positive outcome.”
Moreover, the publicity generated by programme successes was not evident organization wide. The teachers and team managers did indicate that they wanted to see more of these celebrations in the organization to create awareness and to put the programme on a pedestal.
Quote teacher 2: “I would want to know more about the other teams, I think that that will stimulate my team
members.”
Quote teacher 7: ‘If you want to function better as a team, than you have to know which training people had.
We have the quality, get to know each other and use each other’.
The hypothesis set with regards to Programme publicity: The more the HR-department generates publicity generated by programme success, the more implementable it is. The interviewees indicate that where publicity was generated about programmes successes within the team a positive influence on the implementability of the programme was apparent. Where no programme publicity was noticed, a negative influence was experienced. Thus, the obtained data is in accordance with the set hypothesis.
12. & 13. HRM co-workership & HRM accessibility
When the accessibility of the HR-department is discussed, in this programme the conversation facilitator is the HRM ambassador. The programme is set up that the team manager has the contact with the conversation facilitator. The three team manager identified the accessibility as a positive influence on the implementability of the programme.
Quote team manager 1: “I could always come with questions. (..) The good thing about their accessibility is,
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Looking at the co-workership, the conversation facilitator was found indispensable in order to explain the outcomes of the scan.
Quote teacher 1: “The explanation of interpretation by the conversation facilitator was necessary and
correct”.
The hypothesis with regards to the HRM co-workership: The more the HR-department is taking upon tasks resulting from the auto-HRM programme, the more implementable it is. The auto-HRM programme in question required a lot of input from the personnel. It is about their own development and the programme. However, the role of the conversation facilitator was experienced as a positive influence on the implementability. The accessibility and the co-workership of the HR-department is fulfilled by the conversation facilitator.
The hypothesis with regards to the HRM accessibility: The more the HR-department is accessible in the implementation of the auto-HRM programme, the more implementable it is. In the interviews with the team managers it became clear that accessibility of the HRM positive influences the implementability. Thus, the retrieved data is in accordance with the set hypothesis.
5. Conclusions & Discussion
This chapter will answer the research question as discussed in the Theoretical Background of this article, Furthermore, theoretical and managerial implications of this research, research limitations and finally thoughts for further research are appointed.
This study was set up in order to find an answer on the following research question:
Which content, context and process implementation levers contribute to achieving the intended effect of the auto-HRM programme?
Analysing the interviews, the conclusion can be made that all but one of the hypothesized levers influence the implementability of the auto-HRM programme. The participative development in this case did not have a significant influence on the implementability according to the data. Concerning the influence on input from multiple perspectives, no evidence was found. As can be seen in table 3, almost all of the remaining the implementation levers as found by Emans et al., (2011) influence the implementability of the programme positively. The coerciveness of programme implementation stands out, because the presence of using coerciveness on content matters negatively influences the implementability of the programme.
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discussed, the content levers in §5.1, context levers in §5.2 and finally the process levers in §5.3. The three additional levers are discussed in §5.4, which are the theoretical and managerial implications of this research.
5.1 Content implementation levers
Which content implementation lever(s) are of specific importance when it comes to the implementation of auto-HRM types of programmes? When an auto-HRM programme is discussed, the employee is the direct user and a substantial input of the employee is expected. This has consequences for the implementation the employees see as adequate. The Programme embeddedness is the content lever that the interviewees highlighted as the content implementation determinant for reaching the intended effect. How the implemented programme is embedded in the strategy, existing processes and day to day activities is essential for the implementability of that programme. Therefore, implementing an intensive auto-HRM programme in an organization demands sufficient insight what is happening on the work floor. So, not only knowing how it should be going on the work floor, but also how it is experienced by the employees. When the employees feel the auto-HRM programme does not fit in the existing processes, they are less likely to invest as much in the programme as expected by the HRM-department.
The second content implementation lever that was addressed by the employees is programme adaptability. The employees themselves did not feel free to adapt the programme, but no influence on the implementability is proven. But for example, this organization having multiple locations and thus sitting in different external circumstances, does ask the programme to be adaptable. Every location and manager should be able to adapt the programme to embed it in their part of the organization. However, as is pointed out in the results, too much adaptability is also suggested to be harmful for the implementability. That is why the HR co-workership is important in this programme implementation, because the HR-department can guide the team manager in the programme.
Thirdly, the simplicity of the programme content is important for the view of the employees on the programme. For example the use of words in the programme was addressed. An organization should use language fitting to the reader, in order to make them identify with the programme. Especially in this case, with the programme being an auto-HRM type of tool, where the employee is the direct user. Additionally, in situations where the origin of the content is complicated, the assistance of the HR-officer is essential to maintain continuity (HR co-workership & HR accessibility).
