Session 2.1 Human Resource Management Systems
Total Session Time: 2 hours (1 hour for lecture/discussion, 1 hour for
learning activities)
Learning Objectives:
By the end of this session, participants will be able to:
 Identify areas for improvement in their human resource management system (HRMS).
 List key benefits of an effective HRMS.
 Describe the components of HRMS.
 Describe the elements of a performance management system.
 Identify opportunities to integrate professional development into the HRMS.
Slide 1
Introduction
The aim of this session is to describe
the value of a human resources
management system that supports the
mission and goals of the organization.
Slide 2
All pictures and images in this session
are from Microsoft Office Clip Art
Gallery, unless otherwise noted.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
189
Slide 3
Activity: HRMS True or False Exercise
Follow instructions provided by
facilitator.
Adapted from: Management Sciences
for Health. Human Resources:
Managing and Developing Your Most
Important Asset. The Manager. Spring
1999; VIII (1). Page 20.
Slide 5
Slide 4
Effective Human Resource Management Systems.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Sources:
Management Sciences for Health.
2009 “Strengthening Human
Resource Management to Improve
Health Outcomes. The eManager.
November 2009. Page 2.
Adano, U. 2006. ‘Human Resource
Management (HRM) in the Health
Sector.’ Capacity Project Technical
Brief No. 2.
Participant Handbook
190
Slide 6
Refer to Worksheet 2.1.2: HRMS
Quick Assessment on page 215 of
Participant Handbook.
•
•
•
•
•
•
Each question in the assessment
refers to an important component
of a strong, effective HRMS.
The “no” responses suggest areas
where you may be able to
improve your human resources
management system.
The “yes” and “sometimes”
responses suggest areas where
your human resources
management system is already
strong.
Complete Part 1 of the worksheet
on your own. You will have 5
minutes to work individually.
Complete Part 2 of the worksheet
in small groups. You will discuss
strengths and areas for
improvement in your HRMS.
Each group will briefly report
back to the class.
Adapted from: Management Sciences
for Health. 2009. “Strengthening
Human Resource Management to
Improve Health Outcomes. The
eManager. November 2009. Page 17.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
191
Slide 7
The Human Resources Department
works with the management and
leadership of an organization to:
• Develop and implement HRM
systems, policies and practices
which address the terms and
conditions of employment for all
staff
• Establish and maintain a fair and
equitable compensation system
• Promote performance planning
and review as a joint process
between supervisors and
employees
• Maintain up-to-date employee
data systems and personnel files
• Develop a training strategy
directly linked to the goals of the
organization
• Develop resources for meeting the
future staffing needs of the
organization
• Assist in developing a
professionally stimulating, stable
and supportive working
environment
• Define and support practices
which foster trust and respect
between all levels of individuals
in the organization.
Source: Management Sciences for
Health. HRM Resource Kit:
Organizing and Staffing the HRM
Office. 2006. [Web resource].
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
192
Slide 8
Animation Clicks: 1
Refer to Handout 2.1.3: Benefits of
Effective HRMS on page 217 of
Participant Handbook.
Notes continued here:
•
•
•
Equity in Compensation: Encourages greater
equity between compensation and level of
responsibility.
Cost Savings: Results in cost savings through
improved efficiency and productivity.
Manage Change: Increases the organization's
ability to manage change.
Adapted from: Management Sciences for Health. 2009.
“Strengthening Human Resource Management to Improve
Health Outcomes. The eManager. November 2009. Page 3.
Key points:
• Improved Capacity: Increases
capacity of the organization to
achieve its goals.
• Organizational Alignment:
Aligns the organization's human
resources (which represent 7080% of the organization's budget)
with its goals and strategies.
• Systematic Planning:
Encourages systematic planning
to support organizational mission.
• Role/Job Clarity: Provides a
clear definition of each
employee’s responsibilities and a
link to the organization's mission.
• Defined Support Levels: Defines
levels of supervision and
management support.
• Tap Into Knowledge & Skills:
Increases level of performance
and the efficient utilization of
employees’ skills and knowledge.
CONTINUED in left-hand column.
Slide 9
•
•
Graphic designed by I-TECH Training Development Team.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
The major components of HRMS
fall into six categories:
1. Capacity
2. Planning
3. Personnel Policy and
Practices
4. Performance Management
5. Training
6. Data
We will look at each of these
areas in greater depth.
Content adapted from:
Management Sciences for Health.
2009. “Strengthening Human
Resource Management to Improve
Health Outcomes. The eManager.
November 2009. Page 4.
Participant Handbook
193
Slide 10
•
•
•
Notes continued here:
Human Resource Staffing
• Ideally, there will be an adequate number of
experienced human resource staff in the
organization to maintain HRM functions, develop
policy, and participate in long-range planning for
the organization.
• At minimum, an effective HRMS requires trained
HR staff to maintain basic procedures and recordkeeping.
Sources:
Management Sciences for Health. HRM Resource
Kit: Organizing and Staffing the HRM Office. 2006.
[Web resource].
Management Sciences for Health. 2009.
“Strengthening Human Resource Management to
Improve Health Outcomes.” The eManager.
November 2009. Page 4.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Building HRM capacity in any
health organization begins with
staffing and budgeting.
These elements support the
organization’s ability to address
other areas of HR management.
HR managers should have the
systems, capacity, and authority to
develop adequate staffing,
retention, teamwork, and
performance among staff.
HRM Budget
• Organizations should allocate
funds to pay for HR staff and
HRMS activities. This
expenditure should be a
permanent item in the
organization’s budget and is
reviewed and adjusted annually, if
possible.
• A HRM budget will vary
depending on the size and
complexity of an organization, the
staffing requirements, and the
financial resources available.
• The budget includes personnel
costs, and overhead expenditures
related to HR information systems
(maintaining employee data,
computers, software, training,
funds for creating HR policy
manuals, etc.)
CONTINUED in left-hand column.
Participant Handbook
194
Slide 11
•
Sources:
Management Sciences for Health. 2003. Human
Resource Management Rapid Assessment Tool for
HIV/AIDS Environments: A Guide for Strengthening
HRM Systems.
Armstrong, Michael. 2003. A Handbook of Human
th
Resource Management Practice. 10 Edition.
London & Philadelphia: Kogan Page.
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
•
•
Slide 12
•
•
•
Sources:
Management Sciences for Health. 2003. Human Resource
Management Rapid Assessment Tool for HIV/AIDS
Environments: A Guide for Strengthening HRM Systems.
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
HR planning is a process of
having enough staff, and having
the right people in the right place
at the right time.
o HR Planning helps an
organization to use its
resources efficiently and
effectively to support the
organization’s goals and
objectives.
o The process of HR planning
attempts to meet the
organization's short and longterm personnel needs and
ensures that HR policies
support the organization’s
ability to employ qualified
personnel.
The HR plan includes a formal
system for determining the salary
scale for each job category within
the organization. This system
should be understood by all
employees, and used consistently
to establish salary upon entering
the organization.
Ideally, this system will also be
used consistently for staff salary
upgrades and merit awards.
Personnel policies and practices
provide general guidelines that
express how the organization
intends to manage people in the
work place, and define the
philosophy and values of the
organization on how people
should be managed.
All of these elements provide an
essential framework for defining
the terms and conditions of work.
They need to be in place before
effective performance
management and supervision
systems can be implemented.
Refer to Handout 2.1.4: Personnel
Policies and Practices on page 219 of
Participant Handbook.
Participant Handbook
195
Slide 13
•
•
Sources:
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
Management Sciences for Health. Human Resources:
Managing and Developing Your Most Important Asset.
The Manager. Spring 1999; VIII (1). Page 8-9.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Performance management and
supervision systems define how
people will interact with each
other, and how the work that they
do will support the goals of the
organization.
Performance management
encompasses job descriptions,
staff supervision, and work
planning and performance review.
Job Descriptions:
• Every employee in the
organization should have a
complete job description that
specifies their title, a summary of
the position, specific duties and
responsibilities, standards of
performance, lines of supervision,
and working conditions.
Participant Handbook
196
Slide 14
Sources:
Management Sciences for Health. 2003. Human
Resource Management Rapid Assessment Tool for
HIV/AIDS Environments: A Guide for Strengthening
HRM Systems.
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Staff Supervision
• Supervisors should understand
their roles and lines of authority.
• Supervisors should meet regularly
with their employees to develop
work plans, monitor/evaluate
performance, and acknowledge
staff achievements and successes.
• Supervisors can also support staff
with professional development
plans and learning new skills.
• Ideally, Human Resources will
offer training and support to
employees who are in supervisory
roles to improve skills in general
supervision, conflict resolution, etc.
Work Planning and Performance
Review
• Supervisors should work with
employees to jointly develop
regular work plans and
performance objectives.
• Performance reviews utilize these
work plans and objectives, and
personnel decisions are based on
these reviews.
• In Tanzania, the Open Performance
Review and Appraisal System
(OPRAS) is used to demonstrate an
individual employee’s
contributions toward an
organization’s goals and objectives.
o It allows an employee and
supervisor to discuss and agree
on annual performance
objectives, and work
collaboratively to review
employee’s progress and
performance
Participant Handbook
197
Slide 15
• Training is an essential and valued
component of an effective human
resource system.
• Training should be offered
strategically, considering needs,
cost-effectiveness, and time away
from job.
• It is most effective when it is
managed and integrated into the
other components of human
resource planning, policy and
performance management.
Notes continued here:
Staff Training
• Training opportunities for staff should be
developed based on organizational needs, as well
as individual employee needs. This will increase
the capacity and effectiveness of the organization
as a whole.
• Assessments need not be complex or time
consuming, but they should be based on rational
data about the current competencies of the staff as
well as knowledge of the priority goals of the
organization.
• Training can bridge gaps between job
requirements and employee skills/performance,
and can help build staff capacity to meet future
needs.
• Training can also help with staff motivation and
morale, and increase commitment to the
organization.
• Any training initiatives should be evaluated for
their effectiveness.
Sources:
Management Sciences for Health. 2003. Human Resource
Management Rapid Assessment Tool for HIV/AIDS
Environments: A Guide for Strengthening HRM Systems.
Management Sciences for Health. 2006. “Conducting a
Training Needs Assessment.” Human Resource
Management Toolkit. Online Resources.
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
Mgawe, Resspeace. AMREF Tanzania. “Human
Resources Management.” PowerPoint presentation
shared with I-TECH, 9-November-2010.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Identify Training Needs
• You can identify strategic training
needs to determine the knowledge,
skills, and attitudes required for
people to perform well in their
jobs, and also to identify ways to
improve overall work climate and
organizational effectiveness
• A formal or informal training needs
assessment can help an
organization provide targeted
training opportunities. Methods to
do this include soliciting
information, observing staff, and
studying data.
o You can conduct surveys,
interviews, and administer
checklists to learn about
employee perspectives on their
own needs, or you can solicit
information from customers and
clients.
o Reviewing records (such as
employee records, absenteeism
reports, performance review
reports, etc.) can provide insight
on training needs.
o Additionally, reviewing policies
and analyzing future trends and
opportunities can identify areas
were training may be useful to
the organization.
CONTINUED in left-hand column
Participant Handbook
198
Slide 16
Sources:
Management Sciences for Health. 2003. Human Resource
Management Rapid Assessment Tool for HIV/AIDS
Environments: A Guide for Strengthening HRM Systems.
Management Sciences for Health. Human Resource
Management Assessment Tool. Supplement to the
Manager. Spring 1999; VIII (1). Page S15-16.
Management & Leadership
Development
• The organization should create a
management and leadership
development program that is
available to staff at all levels.
• These programs should aim to
increase skills at management and
leadership throughout the
organization, as well as focus on
current organizational challenges.
• Developing these skills at all
levels is important for
sustainability, and improves the
ability of an organization to
manage change and transition.
• Preparing people to lead and
manage well at all levels can also
prepare people for leadership
succession (due to retirement,
transition, reassignment, etc.)
Links to External Training
• Health organizations should have
a relationship with pre-service
training institutions and in-service
training organizations.
• Pre- and In-service training
opportunities can be cost effective
if they are based on skills needed
in the workplace (clinical care,
management, HIV/AIDS issues,
change management, teaching and
facilitation skills, etc.)
• External training opportunities
can allow staff to upgrade their
skills and knowledge in key areas.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
199
Slide 17
•
•
Organizations require a means for
tracking the people who work for
them.
They also need employee data to
accurately project employment
needs.
Slide 18
Employee Tracking System
• Employee data can be used to
track attrition, absenteeism, and
staff turnover, and use these data
to plan to cover needed services
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Source: Management Sciences for
Health. Human Resource
Management Assessment Tool.
Supplement to The Manager. Spring
1999; VIII (1). Page S15-16.
 Update any relevant database
systems regularly
Participant Handbook
200
Slide 19
•
•
HRM Systems have a strong
influence on employee motivation
and performance.
HRMS can provide reassurance, and
help answer key questions that
almost every employee asks about
their job and workplace.
Am I being treated fairly?
• An employee’s perception of fairness
is a major factor in employee
motivation.
• Fairness is demonstrated in salary
and compensation, the hiring process,
the day-to-day application of
personnel policies, and support for
and recognition of employees.
What am I supposed to do?
• People want to know exactly what
they are expected to do at work.
• If the job description is not clear or
duties change frequently, it is
difficult for employees to maintain a
consistent level of productivity and a
sense of self worth at work.
How well am I doing my job?
• Employees need ongoing feedback
about how they are doing.
• Anxiety about not performing as well
as expected can impact motivation
and productivity.
Does my work matter?
• When employees feel that their work
is meaningful to the organization and
important to the people they serve,
they work more productively.
How can I develop within this
organization?
• People feel more motivated and
challenged when they have
opportunities to learn, develop new
competencies, assume new
responsibilities and believe their
efforts will strengthen their careers.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
201
Workforce Planning
Slide 20
•
•
•
•
Sources:
King, G. & Martineau, M. 2006. Workforce Planning
for the Health Sector. Capacity Project Technical
Brief No. 6.
McQuide, P., Stevens, J., and Settle, D. 2008. An
Overview of Human Resources for Health (HRH)
Projection Models. Capacity Project Technical Brief
No. 12.
•
•
Slide 21
•
Often, part of HR management
involves identifying the number
of staff that will be employed
during the next financial year.
It is important for organizations to
be able to plan for the future by
forecasting their staffing needs.
HR planning is based on
assumptions about the future – the
number of staff required, the
number of new staff entering the
workforce, and the number who
will leave.
It also requires predictions for the
future, taking into account any
expectations of organizational
growth, increased service
demands, or other future
opportunities and changes that
will impact staffing.
Workforce planning relies heavily
on existing HRMS data to
estimate attrition/turnover rates.
Forecasting can be a long-range
process, anticipating 5, 10, and 20
year needs as well as needs for the
next fiscal year
Forecasting staffing needs is an
art, not a science.
Refer to Handout 2.1.5: Forecasting
Staffing Needs on page 221 of
Participant Handbook.
Sources:
King, G. & Martineau, M. 2006.
Workforce Planning for the Health
Sector. Capacity Project Technical
Brief No. 6.
McQuide, P., Stevens, J., and Settle,
D. 2008. An Overview of Human
Resources for Health (HRH)
Projection Models. Capacity Project
Technical Brief No. 12.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
202
Slide 22
Performance Management System
•
Slide 23
Animation Clicks: 1
Source:
Management Sciences for Health.
1998. Performance Management
Tool. Health and Family Planning
Manager’s Toolkit. Page 2.
Cambridge, Massachusetts:
Management Sciences for Health.
Slide 24
Animation Clicks: 1
•
Sets standards that connect
individual staff and
departments/units with
organizational priorities.
It provides specific information to
employees to answer basic
questions.
Source:
Management Sciences for Health.
Human Resources: Managing and
Developing Your Most Important
Asset. The Manager. Spring 1999;
VIII (1). Page 9.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
203
Slide 25
Hiring
• A job description is used in hiring
to make sure that the person who
is hired has the necessary
qualifications and understands the
scope of the position they were
hired into.
• A job description can serve as a
guideline for developing hiring
criteria, questions for the
interview and reference checks.
Source: Management Sciences for Health. 1998.
Performance Management Tool. Health and Family
Planning Manager’s Toolkit. Page 12. Cambridge,
Massachusetts: Management Sciences for Health.
Orientation
• A job description also orients new
employees by defining what is
expected of them and how they
relate to other people in the
organisation.
Supervision & Performance Review
• It serves as the basis for the
supervisor and employee to
develop a performance plan and
helps the supervisor to
systematically monitor and review
the employee’s performance on all
assigned tasks.
• OPRAS – the Open Performance
Review and Appraisal System - is
part of the performance review
system for supervisors and
employees.
Operations
• Job descriptions help the
organisation to organize its work,
assign all necessary tasks to the
right employee and effectively
address the goals of the
organisation.
Salary
• Job descriptions also help to
develop a salary structure which
is internally consistent with the
defined level of knowledge, skills
and experience required for the
job as well as with the level of
responsibility.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
204
Slide 26
•
•
•
•
•
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Effective supervisors are key to a
performance management system.
In order for the system to work
well, supervisors need training in
how to implement it and need to
have adequate time and resources
to meet and work with individual
staff on performance planning and
review.
Supervisors are the bridge
between the leadership of the
organization and the employees
that report directly to them. They
communicate the larger
organizational goals and priorities
to employees and guide
employees’ to work activity to
support the goals.
Supervisors work with individual
staff to identify training and
development needs to assure that
each person has the skills needed
to effectively and efficiently
complete their work.
Supervisors also provide direct
feedback to individual employees
on their performance and provide
accountability.
Participant Handbook
205
Slide 27
•
•
•
•
A Performance Planning and
Review system requires that
organizations have a standardized
form and approach that all
supervisors use.
The form should include standard
information, including employee’s
name, title, supervisor, date, and
space for signatures.
The form should also include
separate sections for the
Performance Planning and
Performance Review.
Within the MOHSW, the Open
Performance Review and
Appraisal System (OPRAS)
provide standard guidance on this
process.
Source:
Management Sciences for Health.
1998. Performance Management
Tool. Health and Family Planning
Manager’s Toolkit. Pages 4-5.
Cambridge, Massachusetts:
Management Sciences for Health.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
206
Slide 28
A performance plan should include:
• Specific performance objectives
to be accomplished in the next
time period
• Any action that the supervisor
will take in order to facilitate the
staff member’s performance and
ability to meet the performance
objectives
• Plans for the staff member’s
personal development that the
supervisor and employee agree
the employee should pursue
during the next period.
A performance review should
include:
• Documentation of the level of the
employee’s achievement of the
performance objectives for the
period,
• Summary of the employee’s
performance over the last period
based on achievement of the
performance objectives and the
performance standards,
• Assessment from both the
employee and the supervisor on
the effectiveness of supervision
and their communication.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
207
Slide 29
•
•
•
•
•
Staffs need appropriate and
adequate training to do their jobs
well.
Organizations want training
investments to result in improved
performance, and increased ability
to meet objectives.
Employees may hope that training
and development will improve
their credentials and career
development.
It is important to note that training
is not the only solution to
addressing skill gaps and
performance problems.
Training will only help to address
performance issues when the
problems are due to an
employee’s lack of a skill that is
required to carry out his/her job.
o Alternatives to training may
include improved supervision,
removing obstacles to
adequate performance,
improving motivation,
changing incentives, etc.
Sources:
Management Sciences for Health.
Training for Effective Performance.
(No date.) [Web Resource]
Management Sciences for Health.
Human Resources: Managing and
Developing Your Most Important
Asset. The Manager. Spring 1999;
VIII (1). Page 10.
Management Sciences for Health.
1998. Performance Management
Tool. Health and Family Planning
Manager’s Toolkit. Pages 4-5.
Cambridge, Massachusetts:
Management Sciences for Health.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
208
Slide 30
•
•
Sources:
Management Sciences for Health. Training for
Effective Performance. (No date.) [Web Resource]
Management Sciences for Health. Human Resources:
Managing and Developing Your Most Important
Asset. The Manager. Spring 1999; VIII (1). Page 10.
Management Sciences for Health. 1998.
Performance Management Tool. Health and Family
Planning Manager’s Toolkit. Pages 4-5. Cambridge,
Massachusetts: Management Sciences for Health.
•
Managers and supervisors play an
important role in determining
when staff members need to be
trained, and what type of training
they need.
Staff may benefit from formal
training, informal training, or
refresher training.
o Formal training: A course of
instruction that has specific
learning objectives and is
conducted outside the regular
workplace.
o Informal training: Training
that occurs on the job and is
often accomplished through
personal instruction, guidance
from a supervisor, or even by
observing co-workers.
o Refresher training: Periodic
training given to staff for the
purpose of reinforcing skills
or introducing new concepts
or techniques.
Other approaches to staff
development may be easy to
integrate into the day-to-day work
of your staff and supervisors.
Slide 31
Animation Clicks: 1
Professional Development
•
•
These are the five most impactful
ways that we grow and develop
professionally.
Training is not listed at the top for
a reason! Training is not the most
important way to develop
professionally.
Source: Center for Creative Leadership
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
209
Slide 32
Animation Clicks: 1
Slide 33
Source: University of Minnesota’s Office of Human
Resources. The Role of the Supervisor in Employee
Development. Available at:
http://www1.umn.edu/ohr/toolkit/development/superv
isor/index.html
Supervisors play a role in staff
development by:
• Coaching employees to help
them determine what they need
for development
• Providing constructive feedback
– praise/positive and
critical/corrective feedback.
• Offering organizational or
professional insight,
information, and advice
• Offering challenging
assignments
• Providing guidance for
professional development
planning and goal setting, and
following-up over time
• Allotting time and resources for
professional development
experiences
• Ensuring opportunities for
applications of new learning.
Refer to Handout 2.1.6: Professional
Development Plan on page 223 of
Participant Handbook.
•
•
Leadership and Management Course
Session 2.1: Human Resource Management Systems
These two questions offer a good
starting point for guiding your
thinking about professional
development in a way that is
strategic for yourself, your team,
and your organization.
This handout is a tool for
discussing professional
development. It can be used as
preparation for a conversation
about professional development
between a supervisor and
employee.
Participant Handbook
210
Slide 34
•
•
•
Many professional development
activities can be no- or low-cost,
and do not necessarily involve
financial investment or sending
people away for external training.
However, these activities may
take some creative thinking on the
part of supervisors and
management to implement!
Approaches to professional
development may be different for
individuals, teams, and
organizations.
Example:
• Computer skills training (such as
how to type, how to use Microsoft
Excel, etc.) is an example of a
professional development activity
that applies to individuals, teams,
and organizations. If there is
someone in your organization
who has already mastered these
skills, ask them to lead a brief
workshop, or consider inviting
someone from another
organization or NGO to conduct
this activity for your staff.
Refer to Handout 2.1.7: Learning
and Development Ideas on page 225
Slide 35
of Participant Handbook.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
211
Slide 36
Key Points
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
212
Handout 2.1.1: Myths and Facts about HRMS




Human Resources Management (HRM) is an organization-wide responsibility and should
be integrated into each organization’s strategic planning.
As organizations grow, strengthen and mature, they evolve through several stages of
development.
Most organizations are at different stages of development with different components of
the HRM system, because some areas have received more attention than others.
Developing an effective HRM system is often a process over time.
Statement
True or
False?
1. HRM is the same as training.
False
2. HRM is an important leadership issue within an organization.
True
3. Between 70-80% of an organization’s budget is spent on personnel
costs.
True
4. HRM is the sole responsibility of the Human Resources Department.
False
5. HRM is very much misunderstood and poorly managed in most
organizations.
6. The function of HRM is to control employees through strict rules and
procedures.
7. Improving salaries and providing financial incentives are the only
solutions to increasing employee performance.
8. To ensure a proper supply of health workers, there should be nationallevel involvement in Human Resources policy development.
True
False
False
True
Adapted from: Management Sciences for Health. Human Resources: Managing and Developing Your Most
Important Asset. The Manager. Spring 1999; VIII (1). Page 20.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
213
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
214
Worksheet 2.1.2: HRMS Quick Assessment
This tool will help you identify areas for improvement within your Human Resource Management
System (HRMS). The tool was developed by Management Sciences for Health.
Part 1: Assessment
Instructions
 Complete the assessment below.

 When you are finished, make a total for each column.
Question
No
Sometimes
Yes
Don’t
Know
No:
Sometimes:
Yes:
Don’t
Know:
____
______
____
______
1. Do employees understand how their work specifically
contributes to the mission and goals of the organization?
2. Do employees view performance appraisals as an
opportunity to learn about their skills and competencies
and discuss future plans?
3. Is the supervisor’s role valued and supported by the
organization?
4. Are job descriptions up-to-date and readily available to
all employees?
5. Are employees routinely considered for job vacancies
and other opportunities for promotion?
6. Do employees understand the organization’s policies on
salaries and benefits and consider them fair and
equitable?
7. Does your organization have a clear system for
managing volunteers?
8. Can your organization engage in long-range planning,
knowing it has or can develop the human resources
required?
9. Does your organization have strategies in place to
provide meaningful jobs?
10. Does your organization have a spirit of achievement and
high performance?
11. Do employees come to work on time and work
productively for the full work day?
Total Score
(for each column)
Continued on next page.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
215



The “no” and “don’t know” responses suggest areas where you may be able to improve
your human resources management system.
The “yes” and “sometimes” responses suggest areas where your human resources
management system is already strong.
A high number of “no” and “don’t know” responses indicate that it is time to re-think
your organization’s approach to human resource management, and work to improve your
systems.
Part 2: Identifying Areas for Improvement
Instructions
 Assign roles:
o Scribe/Note-taker: Responsible for recording the answers from your group on a sheet of
paper.
o Spokesperson: Responsible for reporting the results of your small group discussion to the
larger group.
o Discussion Facilitator: Responsible for ensuring that the group completes the entire task in
the time allotted and that all group members have the opportunity to contribute.
 When all group members have finished the assessment, each member should share their
responses.
 Tally the number of “no,” “don’t know,” “yes,” and “sometimes” responses for each question in
the group.
 Discuss the results within your group, and identify 1-2 priority areas for improvement in your
HRMS, based on the assessment results.
 The spokesperson will share these areas for improvement with the class.
Areas for Improvement in HRMS
1.
2.
3.
Adapted from: Management Sciences for Health. 2009. “Strengthening Human Resource Management to Improve Health
Outcomes. The eManager. November 2009. Page 17.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
216
Handout 2.1.3: Benefits of Effective HRMS

Improved Capacity: Increases capacity of the organization to achieve its goals

Organizational Alignment: Aligns the organization's human resources (which
represent 70-80% of the organization's budget) with its goals and strategies.

Systematic Planning: Encourages systematic planning to support organizational
mission.

Role/Job Clarity: Provides a clear definition of each employee’s responsibilities and a
link to the organization's mission

Defined Support Levels: Defines levels of supervision and management support

Tap Into Skills & Knowledge: Increases level of performance and the efficient
utilization of employees’ skills and knowledge

Equity in Compensation: Encourages greater equity between compensation and level
of responsibility

Cost Savings: Results in cost savings through improved efficiency and productivity

Manage Change: Increases the organization's ability to manage change
Adapted from: Management Sciences for Health. The Manager, “Human Resources: Managing and Developing Your Most
Important Asset,” Spring 1999; VIII (1). Page 5. 3
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
217
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
218
Handout 2.1.4: Personnel Policies and Practices
Specifies the skills and qualifications required for each category of
positions. Ideally, this is used to inform HR activities, including making
job descriptions, hiring staff, and determining salary/benefits.
Specifies the salary scale for each job category, and is used consistently to
Compensation
establish starting salaries for new staff. Also determines salary upgrades
and merit awards. The system should be fair and equitable, and should be
System
understood by all employees.
A standard benefits programme should be in place, including health
insurance. The Programme should be monitored regularly to determine its
Benefits Programme effectiveness in retaining qualified staff. Ideally, the benefits programme
offers effective support for HIV/AIDS-infected staff.
Data should be collected on staff turnover and retention rates. Ideally,
organizations will analyze the factors that influence staff turnover, and
Staff Retention
take actions to improve employee satisfaction and staff retention.
Recruitment, Hiring, The Organization should establish formal procedures for recruiting, hiring,
Transfer, &
transferring, and promoting staff. The procedures should be used
consistently, and the organization should monitor and evaluate how well
Promotion
staff adhere to the procedures.
Procedures
Policies to prohibit discrimination on the basis of HIV/AIDS status,
Non-Discrimination
gender, religion, etc. should exist, and should be consistently applied and
Policies
followed. All staff should be familiar with the policies.
The organization should have an Orientation Programme that is routinely
Orientation
offered for new employees. Ideally, this programme emphasizes the
mission, goals, and performance expectations for staff, and helps people
Programme
feel valued and welcomed.
Job Classification
System
HIV/AIDS
Workplace
Prevention
Programme
Employee
Manual
Discipline,
Grievance, &
Termination/Firing
Procedures
Relationships with
Unions
Labour Law
Compliance
The organization should have a programme in place that specifies
appropriate protocols to limit the risk of HIV infection, and provide
HIV/AIDS prevention education. All staffs participate in the program.
An up-to-date employee manual should exist and be available to all
employees. Employees and managers can use it as a guide for all questions
about employment in the organization. It should be updated regularly. The
manual includes an organizational chart, and policies on work hours,
health insurance, annual leave, sick leave, grievances, etc.
The organization should establish formal procedures for discipline,
grievances, and termination that managers and employees follow. The
procedures ideally include non-discrimination clauses.
Management, Human Resources, and the Unions should work together to
resolve any issues and prevent problems in the workplace.
All HR policies and practices should be reviewed and adjusted to ensure
compliance with local and national labour laws, including any HIV/AIDS
regulations. As laws change, policies and practices should be updated.
Source: Management Sciences for Health. 2003. Human Resource Management Rapid Assessment Tool for
HIV/AIDS Environments: A Guide for Strengthening HRM Systems. Cambridge, Massachusetts: MSH.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
219
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
220
Handout 2.1.5: Forecasting Staffing Needs




Forecasting and workforce planning is based on assumptions about the future
o Number of staff required, number of new staff entering the workforce, number of staff
who will leave, etc.
Workforce planning relies heavily on existing HR data to make estimates
Workforce plans/forecasting strategies should be conducted on an annual basis, and plans
should be reviewed and revised as needed
Forecasting can be a long-range process, anticipating 5, 10, and 20 year needs as well as
needs for the next fiscal year
Steps in Forecasting Staff Supply and Demand
1. Determine Requirements/Demand
o Number, type, and location of all staff needed for the planning period (1 year, 5 years,
etc.)
o Estimated by considering any/all of the following:
 Healthcare needs of the population, based on a forecast of future health service
utilization
 Current service utilization, projected out into the future
 Specific targets (for number of enrolled students, health service targets, etc.)
 Desired tutor-to-student ratio, health worker-to-population ratio, etc.
2. Analyze Current Supply
o Take an audit (or headcount) of the current staff supply
 Number, type (classification and cadre), and location of current staff
 Age and gender of staff
3. Estimate Losses/Attrition
o Retirement
 Determined by analyzing age profile of workforce
o Termination
 Ceasing to work at organization’s instigation
o Reassignment/transfer to other locations, positions, etc.
o Resignation
 Which jobs are people leaving, how old are the staff, are they male or female,
what types of positions/locations are they leaving to go to
o Attrition due to illness, death, etc.
4. Calculate Future Needs
o Estimate number, type, and location of new staff needed, based on anticipated growth
and estimated attrition/losses
Continued on next page.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
221
5. Plan for Replacement and Recruitment
o Developing existing staff (internal)
 Employee Retention (targeted, based on data)
 Professional development (upgrading cadres, etc.)
 Promotion/Advancing junior staff
 Improve productivity, skill capacity
 Task shifting
o Recruitment of new staff (external)
 Recent graduates from training
 Hiring inactive people in labour market with desired skills
Source:
 King, G. & Martineau, M. 2006. Workforce Planning for the Health Sector. Capacity Project Technical
Brief No. 6.
Available at:
http://www.capacityproject.org/index.php?option=com_content&task=view&id=112&Itemid=128
 McQuide, P., Stevens, J., and Settle, D. 2008. An Overview of Human Resources for Health (HRH)
Projection Models. Capacity Project Technical Brief No. 12. Available at:
http://www.capacityproject.org/index.php?option=com_content&task=view&id=112&Itemid=128
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
222
Handout 2.1.6: Professional Development Plan
The framework below can be a useful tool in discussing professional development with
employees. It offers space for employees and supervisors to think strategically about the types
of activities that they would like to pursue, and also what would be strategic for the
organization. This tool can simply be used as preparation for a professional development
conversation between a supervisor and employee.
Employee Name: ___________________________________________
Supervisor Name: ___________________________________________
Date: ________________________________
Employee Perspective
What do you most
want or need to learn?
What do others most
want you to learn?
What difference will
this learning make for
you? What difference
will it make for our
team & organization?
How will you learn
this? What resources
or support will you
need?
How will you
demonstrate or share
your learning?
Supervisor Perspective
Source: Richard Wilkinson. 2010. International Training and Education Center for Health (I-TECH). University of
Washington, Seattle.
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
223
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
224
Handout 2.1.7: Learning and Development Ideas
This list of ideas is intended to help managers and supervisors think creatively about the
many ways they can implement professional development activities within their workplace. It
is incomplete – feel free to take note of additional ideas generated during this workshop!
Organizational
Development
(Organizations)







Concurrent workshops
Local learning champions
Training of trainers
Distance learning
seminars
Summits and global
meetings
Case studies
Knowledge sharing
Group
Development
(Teams)












Event debriefing
Shared learning
experiences
Serving on a committee or
working group, especially
one that crosses
departments or agencies
Retreats
Field trips
Communities of practice
Leadership &
management training
Seminars
Skill share activities (team
members teach one
another skills/tips)
Reading circles
Journal clubs (to discuss
research articles, emerging
trends in field, etc.)
Taking classes,
workshops, or pursuing
other shared learning
experience together
Self
Development
(Individuals)




















Stretch/Challenge
assignments
Renewal Leave
Research
Writing case studies and
articles
Networking
Volunteer activities
Teaching
Professional associations
Mentoring
Coaching
Reading (professional
journals, etc.)
Travel
Blogs
Soliciting feedback
Job shadowing
Special projects
Self-study
Journaling
Career reflection &
planning
Workshops, conferences,
and seminars
Source: Richard Wilkinson. 2010. International Training and Education Center for Health (I-TECH). University of
Washington, Seattle.
Other Learning & Development Ideas:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
225
Sources/Bibliography:
Refer to these materials for additional background reading, as needed.










Adano, U. 2006. “Human Resource Management (HRM) in the Health Sector.” Capacity
Project Technical Brief No. 2. Capacity Project. Available at:
http://www.capacityproject.org/images/stories/files/techbrief_2.pdf.
King, G. Martineau, M. 2006. Workforce Planning for the Health Sector. Capacity Project
Technical Brief No. 6. Available at:
http://www.capacityproject.org/index.php?option=com_content&task=view&id=112&Ite
mid=128
Kenya Family AIDS Care and Education Services (FACES). Nyanza Leadership and
Management Training Initiative. Kenya. 2009. Unpublished material. Developed in
collaboration with I-TECH.
Management Sciences for Health. 2009. “Strengthening Human Resource Management to
Improve Health Outcomes.” The eManager. Available at:
http://www.msh.org/Documents/emanager/upload/eManager_2009No1_HRM_English.pd
f
Management Sciences for Health. 2005. Managers Who Lead: A Handbook for
Improving Health Services. Cambridge, Massachusetts: MSH.
Management Sciences for Health. 2001. “Developing Managers Who Lead.” The
Manager, Vol. 10, No. 3. Cambridge, Massachusetts: MSH.
Available at: http://erc.msh.org/TheManager/English/V10_N3_En_Case.pdf
Management Sciences for Health. 1998. Performance Management Tool. Health and
Family Planning Manager’s Toolkit. Page 2. Cambridge, Massachusetts: Management
Sciences for Health.
Available at: http://erc.msh.org/toolkit/Tool.cfm?lang=1&TID=180&CID=5
Management Sciences for Health. Training for Effective Performance. (No date.) [Web
Resource]
Available at:
http://erc.msh.org/mainpage.cfm?file=2.2.5.htm&module=hr&language=english
McQuide, P., Stevens, J., and Settle, D. 2008. An Overview of Human Resources for
Health (HRH) Projection Models. Capacity Project Technical Brief No. 12. Available at:
http://www.capacityproject.org/index.php?option=com_content&task=view&id=112&Ite
mid=128
University of Minnesota. “The Role of the Supervisor in Employee Development.” Office
of Human Resources.
Available at: http://www1.umn.edu/ohr/toolkit/development/supervisor/index.html
Leadership and Management Course
Session 2.1: Human Resource Management Systems
Participant Handbook
226