Session guide: Recruiting and maintaining staff in the research environment
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DATE |
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TIME |
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FORMAT |
Plenary participatory lecture |
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TRAINER |
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OBJECTIVES
At the end of this session, participants should be able to:
1. Recognize the special characteristics of the agricultural research environment that pose problems in staff recruitment and motivation.2. Understand basic techniques for recruitment and orientation.
INSTRUCTIONAL MATERIALS
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Exhibit 1 |
Human resources management (HRM) system |
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Exhibit 2A |
Components of the HRM system - 1: Human resources planning |
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Exhibit 2B |
Components of the HRM system - 2: Reward system |
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Exhibit 2C |
Components of the HRM system - 3: Performance appraisal system |
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Exhibit 2D |
Components of the HRM system - 4: Career management system |
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Exhibit 3 |
Characteristics of research institutions related to personnel |
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Exhibit 4 |
Centralization of authority and de-centralization of responsibility |
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Exhibit 5 |
Characteristics of a positive work environment for research institution personnel |
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Exhibit 6 |
Techniques used in participatory management in research institutions |
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Exhibit 7 |
Why no human resources planning? |
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Exhibit 8 |
Why research institutes are overstaffed |
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Exhibit 9 |
Various methods to advertise positions |
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Exhibit 10 |
Standard steps for personnel selection |
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Exhibit 11 |
Advertising in a newspaper - 1 |
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Exhibit 12 |
Advertising in a newspaper - 2 |
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Exhibit 13 |
Orientation methods and issues |
BACKGROUND READING
Ahmad, Aqueil. (ed) 1980. Management of Agricultural Research: Problems and Perspectives. New Delhi: Allied. Read pages 75 to 130.
SPECIAL EQUIPMENT AND AIDS
Exhibits 1 to 9 should be prepared as overhead projector transparencies, flannel boards, flip charts or on chalkboard.
Initiate the discussion by asking participants whether they are familiar with human resources management (HRM). How different it is from personnel management? Observe that personnel management is characterized by bureaucratic processes and procedures, and largely confined to administrative issues. HRM encompasses personnel management and much more. It focuses on the individuals in an organization, seeing them as a productive resource contributing to organizational growth in response to various stimuli. Show EXHIBIT 1 and give an overview of the components of HRM, covering planning, reward system, performance appraisal system and career management system. Using EXHIBITS 2A to 2D, each of these components should be discussed in order to familiarize participants with these concepts. Observe that each of these will be discussed in detail during the sessions in this module in the context of the environment in an agricultural research institute.
Initiate discussion in terms of an overview of the agricultural research environment as it relates to human resources (HR) in a research institute. Characterize the institute(s) that participants are familiar with in descriptive terms, giving a realistic picture of the environment that the institute personnel will work in. Use EXHIBIT 3 as a guide. Have participants build on this list.
Many research institutions have an organizational structure that centralizes authority at the top. This centralization may produce negative side effects, particularly in terms of HRM. Show EXHIBIT 4, which lists negative effects of centralization and positive effects of decentralization. Have participants add to these exhibits during the discussion.
Relate the previous two contrasting discussion points - centralization of authority versus de-centralization - to the characteristics of a positive work environment for HR in a research institution. Note that, based on the concept of positive work environment characteristics, the centralized authoritarian model does not compare well in comparison with the de-centralized model. Therefore the issue is how to either change the structure or how to create an environment within the structure within which research personnel can thrive. Use EXHIBIT 5 for this discussion.
There are several management techniques used in a participatory environment. Refer to EXHIBIT 6. Introduce these techniques as a prerequisite for the procedural and policy development activities that institutions go through prior to (or soon after) hiring staff. (This assumes that a research institution is either starting up, undergoing change or reviewing current standards and practices.)
Ask participants if HR planning is undertaken in their NARS. If not, why not? Show EXHIBIT 7 and discuss why HR planning is not done.
Enquire from the participants whether their research institute is understaffed or overstaffed. Overstaffing may be due to a combination of external and internal pressures (EXHIBIT 8). Observe that overstaffing means a larger proportion of budget going towards staff salaries, leaving only a small sum available for actual scientific work. At the same time, it must be recognized that most research institutes tend to be top heavy, with too many scientists, while the matter of technicians is not given adequate attention. Consequently, the ratio of technicians and other scientific support staff to researchers may be highly imbalanced.
Emphasize that, before initiating any recruitment, the role which the person will be expected to play in the organization in both the short as well as the long term must be clearly understood. Hiring may not be difficult; firing may be impossible because of government regulations, labour laws or other reasons. Therefore, before recruitment, it is desirable to undertake an overall research planning assessment, looking to the future to determine the optimum balance of practical skills and academic qualifications needed. The research programme will determine the tasks to be accomplished, and these tasks have then to be classified into their various categories to provide a firm basis for planning recruitment.
The preceding discussion lays the groundwork for an examination of recruitment procedures. Encourage participants to describe the recruitment procedures in their institutions. Define recruitment as the process by which the applicants with the required abilities, skills and attitudes are matched with the needs of the organization.
Recruitment involves:
· establishing minimum hiring qualifications;· designating the technical disciplines needed and estimating the numbers of staff in various disciplines;
· setting objective decision criteria for selection; and
· managing all the activities necessary to hire personnel.
Use EXHIBITS 9, 10, 11 and 12 for this discussion. EXHIBITS 11 and 12 provide examples of vacancy announcements. These exhibits could also be distributed as hand-outs.
Prior to finalizing recruitment, it is often necessary to generate objective as well as subjective information about the applicants. Their past record will provide objective information; subjective information will come from personal references given by the candidates. When seeking a personal reference for a candidate, make sure that you (i) describe your institution, giving details of its main activities, the client groups, and supporters and sponsors, (ii) give details of what the candidate would do be expected to do if he or she joins the institution, (iii) provide organizational considerations with respect to selection for the particular job, and (iv) give selection criteria, particularly with respect to individual skills and expertise, as well as desirable personality traits, viewed purely from the point of view of the particular position. The personality trait considerations may include capability as a strong leader without being aggressive or abrasive, innovation ability, energy and ability to gain the confidence of the client groups. A personal interview would enable an overall assessment.
The last issue to discuss briefly during this session is orientation of personnel. This is an important part of personnel administration, for it is the introduction of a new staff member to the institution's professional development programme. Induction into a research organization is both easy and difficult: it is easy because of the prior familiarity which the newly recruited scientist has with the environment of a research organization; it is difficult because peer culture may not necessarily promote independence and creativity, particularly during early stages in the career of a scientist. There are various methods for conducting the orientation, and an institution usually uses a variety of these. Ask participants to describe various induction methods used in their organizations and to assess how effective they are. Could they be made more effective? Use EXHIBIT 13 as a basis for a discussion on orientation methods.
EXHIBIT 1
HUMAN RESOURCES MANAGEMENT (HRM) SYSTEM
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1. |
Human resources planning system |
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2. |
Reward system |
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3. |
Performance appraisal system |
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4. |
Career management system |
EXHIBIT 2A
COMPONENTS OF THE HRM SYSTEM 1: HUMAN RESOURCES PLANNING SYSTEM
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· Analysing and determining staff needs |
Source: Badway, M. K. 1988. Managing human resources. Research and Technology Management, Sept.-Oct. 1988.
EXHIBIT 2B
COMPONENTS OF THE HRM SYSTEM 2: REWARD SYSTEM
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Scientists demand special treatment because: · they are professionals |
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Motivation through manipulation is detrimental to scientific work because: · it disregards individual differences · it introduces ambiguity and uncertainty, reinforcing insecurity · it is motivation by fear · it is overly paternalistic management · there is overemphasis on external rewards (e.g., security, salary, compensation, prestige, etc.), ignoring internal rewards (e.g., skill perfection, problem solving, achievements, discovery of new methods, etc.) · the rewards system is 'across-the-board' according to job classification, seniority and pay scale rather than linked to performance and responsibility · it implies a low level of trust and confidence in the employee · there are ill-defined performance expectations |
Source: Badway, M. K. 1988. Managing human resources. Research and Technology Management, Sept.-Oct. 1988.
EXHIBIT 2C
COMPONENTS OF THE HRM SYSTEM 3: PERFORMANCE APPRAISAL SYSTEM
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Purpose: · evaluation (for salary increases, promotion, etc.) |
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Considerations: · Who will be evaluated? |
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Experience: · supervisors have a difficult role as both evaluator and counsellor · bias is introduced through personal relations, unclear job definitions, recent incidents, value judgements, subjectivity, etc. · performance appraisal and salary actions should be separate, although performance appraisal must have a reward and punishment component, coupled with planning for the future · while criticism could have a negative effect, praise has little effect either one way or the other · Performance improves when specific goals are mutually established |
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Criteria · written work |
Source: Badway, M. K. 1988. Managing human resources. Research and Technology Management, Sept.-Oct. 1988.
EXHIBIT 2D
COMPONENTS OF THE HRM SYSTEM 4: CAREER MANAGEMENT SYSTEM
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· Career planning |
Source: Badway, M. K. 1988. Managing human resources. Research and Technology Management, Sept.-Oct. 1988.
EXHIBIT 3
PERSONNEL-RELATED CHARACTERISTICS OF RESEARCH INSTITUTIONS
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Primary goals and objectives include: · meeting social and community obligations |
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Typically, research institutions provide: · research on basic or applied topics |
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Research institutions employ a range of personnel, from administrative and maintenance to professional technical staff. Professional staff are characterized by: · sound technical background and education · high standard of ethical behaviour · eagerness for work and a spirit of cooperation · independent work styles · operating well in a free and open environment which encourages self-motivation, and where subject or project work takes precedence over administrative work |
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The organizational structure of projects is often informal, leading to an effective client-researcher relationship |
EXHIBIT 4
CENTRALIZATION OF AUTHORITY AND DE-CENTRALIZATION OF RESPONSIBILITY
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De-centralization of responsibility |
Negative effects of centralization |
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· promotes creation of coherent and coordinated team networks · maximizes the effective use of talents · encourages emotional commitment to the institution · improves morale · increases pride in workmanship · creates time for senior management to do long-range planning and to increase contacts with programme and project recipients and sponsors |
· discourages initiative among researchers · time is wasted by waiting for approval to pursue new research leads |
EXHIBIT 5
CHARACTERISTICS OF A POSITIVE WORK ENVIRONMENT FOR RESEARCH PERSONNEL
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· Policies and procedures encourage exploration and do not punish non-success · Senior members facilitate a professional environment and encourage junior team members · The reward system values the effort of individuals · Salaries and rewards should foster achievement of institutional goals as well as meet staff needs · Participatory management encouraged at all levels · Clear delineation of responsibilities and authority · Freedom for individuals to contribute significantly to technical work assignments |
EXHIBIT 6
TECHNIQUES USED IN PARTICIPATORY MANAGEMENT IN RESEARCH INSTITUTIONS
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· Frequent meetings between staff and senior management to review technical and fiscal aspects of programmes (scheduled programme staff meetings) |
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· Information discussions between staff and management on future directions for activities |
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· Circulation, to all professional staff, of documents denoting the institution's goals and plans, or changes to them |
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· Discussion of differences of opinions regarding work priorities |
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· Publication and circulation to all staff members of a newsletter or progress report |
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· Exposure of senior management to views and opinions of researchers (possibly through a researcher advisory committee mechanism) |
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· Executive committee meetings (including Heads of programmes) to discuss operational needs, problems and accomplishments, cross-programme cooperation and similar topics |
EXHIBIT 7
WHY NO HUMAN RESOURCES PLANNING?
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1. Low level of overall programme planning for the NARS and research institutions 2. Lack of control over personnel recruitment 3. Excessive programme and personnel fragmentation due to heavy reliance on donor projects 4. Rigid civil service regulations interfering with personnel deployment and reward 5. Limited human resources planning expertise 6. Inadequate human information system 7. Heavy reliance on donor funding for staff development interventions |
Source: Bennue, P., and Zuidema, L. 1988. Human resources management for agriculture research: Overview and issues. ISNAR Working Paper. No. 15
EXHIBIT 8
WHY ARE RESEARCH INSTITUTES OVERSTAFFED?
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1. Poor management and lack of proper prioritization of research activities 2. National policy to absorb university graduates in agriculture and science 3. Tendency for large recruitment during easy financial times and for sponsored project work 4. Internal pressure to recruit more and more persons without a rational future plan for institutional development 5. Lack of a proper balance between support staff (technicians, etc.) and scientific staff |
Source: Nickel, L. J. 1989. Research Management for Development: An Open Letter to a New Agricultural Research Director. San Jose, Costa Rica: ICCA
EXHIBIT 9
VARIOUS METHODS TO ADVERTISE AND FILL POSITIONS
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· Notices posted in government offices |
EXHIBIT 10
STANDARD STEPS FOR PERSONNEL SELECTION
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GOAL: MATCHING PERSONS WITH POSITIONS | |
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Step 1 |
Draft a specific job description and job requirements |
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Step 2 |
Advertise the position within and outside the institution |
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Step 3 |
Review applicants' resumes and qualifications |
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Step 4 |
Interview |
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Step 5 |
Make background and reference checks |
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Step 6 |
Medical examination |
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Step 7 |
Employment decision |
EXHIBIT 12
ADVERTISING IN A NEWSPAPER - 1
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Applications are invited for the following vacant posts: 1. Scientific Secretary Applicants must hold a second degree in any of the natural or applied sciences, OR a good first degree in any of the natural or applied sciences with at least 5 years relevant post-graduate experience. Applicants must be highly motivated and able to communicate concisely. The successful candidate will be responsible to the Director for the scientific administration of the institute, and will assist, inter alia, with planning, monitoring and evaluating research projects; convening and organizing scientific meetings, preparation of the reports of such meetings, and implementation of decisions and recommendations therefrom. 2. Principal Accounting Assistant Applicants must hold the Final Examination Certificate of CIS or AIA, OR Professional Section 1 of ACA, OR Professional Section 1 of CMA, OR Intermediate CA (Savana) with at least 3 years post-qualification experience. Applicants with Foundation Parts A & B of ACA or ICMA, and at least 6 years post-qualification experience, may be considered. Applicants must have a high standard of integrity, precision and initiative. The successful candidate will be required to take full charge of and direct the work of the Accounting Division and will be expected to perform all work pertaining to the control of expenditure, efficient collection of revenue and maintenance of detailed accounts of the institute. 3. Accounting Assistant Applicants must either hold the Final CIS, the Final AIA or Foundation parts A & B of ICMA, or Intermediate CA (Savana); OR hold Intermediate CIS, Intermediate AIA or Foundation Part A of ACA or ICMA, with at least 3 years experience as Senior Accounts Clerk or an analogous grade in a higher educational institution, commerce, industry or public service, and have a practical knowledge of the preparation of final accounts. |
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Salary: The salaries attached to these posts are attractive and also carry fringe benefits. Application forms may be obtained from: The Director, Food Research Institute, P.O. Box M. 20, Ervallaland, to whom the completed forms should be returned no later than 31st March 1997. Two stamped, self-addressed A4 envelopes should accompany the request for application forms. |
ADVERTISING IN A NEWSPAPER - 2
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FOOD RESEARCH INSTITUTE, CSIR Applications are invited for the following posts: 1. Research Officers (Mechanical, Electrical, Chemical and Refrigeration Engineering) Applicants must hold an MSc degree in the relevant discipline, OR a good BSc degree with recognized post-graduate or professional qualification. In addition, applicants should be corporate members of the Savana Institute of Engineers. Applicants with only a first degree may be considered for the post of Assistant Research Officer. 2. Research Officer (Economist) Applicants must have an MSc degree in Agricultural Economics or in Economics with Statistics, and have considerable experience in economic surveys and data analysis. The successful candidate will undertake studies on food production and marketing economics, feasibility studies, and analysis and economic assessment of products developed at the Institute. Applicants with a good first degree may be considered for the post of Assistant Research Officer. 3. Research Officer (Fruit and Vegetables) Applicants must hold an MSc degree in Food Science or Food Technology, with considerable experience in processing and preservation of fruit and vegetables. Applicants with a good first degree in an appropriate discipline may be considered for the post of Assistant Research Officer. 4. Research Officer (Fish Microbiology) Applicants must hold an MSc degree in any of the biological sciences or in Food Science/Technology, with experience in fish microbiology. 5. Assistant Research Officer (Nutrition) Applicants must hold a BSc degree in Food Science/Nutrition from a recognized university. Experience in the formulation and quality evaluation of weaning foods based on legumes and cereals would be an advantage. 6. Senior Technical Officer/Assistant Technical Officer (Electrical and mechanical) Applicants must hold the full Technical Certificate of the City and Guilds of London, or Higher National Certificate or Diploma in Electrical or Mechanical Engineering, with relevant post-qualification experience. |
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Salary: The salaries attached to these posts are attractive and also carry fringe benefits. Application forms may be obtained from: The Director, Food Research Institute, P.O. Box M. 20, Ervallaland, to whom the completed forms should be returned no later than 31st March 1997. Two stamped, self-addressed A4 envelopes should accompany the request for application forms. |
EXHIBIT 13
ORIENTATION METHODS AND ISSUES
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1. Group orientation by administrative staff giving details of job expectations, and criteria and procedures for performance evaluation |
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2. Individual orientation by supervisor or divisional administrator |
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3. Issuing the new member with a handbook of information, covering the daily routine, employee compensation, benefits and services, personnel policies and practices, safety measures and regulations, institute organization and operation, institution programmes and projects both current and past, institution history, and business policy |
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4. The orientation process is very important in forging an appropriate attitude and appreciation in the new member |
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5. A well planned and comprehensive orientation dispels many new-employee fears and apprehensions, and save time and headaches in the long run. It orients then to the organization's mission, goals, mandate and work culture |
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6. Orientation creates acquaintance and facilitates social integration |
