Assignment范例：Role Of The Line Manager
Assignment范例-直线经理的角色。本文是一篇由本站代写服务提供的assignment代写参考，主要内容是讲述我选择的论文主题是“直线经理作为人力资源开发促进者的角色”。我之所以选择这一职位，是因为我在花旗集团从事INTRA工作的经验。当我的直线经理与我和我的同事互动时，我亲身体验了她所做的努力，有时也体验到了她的不足。下面就一起来看一下这篇留学生assignment代写范文。
Introduction
The essay topic I have chosen is “the role of the line manager as a facilitator of HRD”. The reasons behind my choice are as a result of my experience of working with Citigroup on my INTRA placement. I gained first hand experience of the efforts made by, and at times the shortfalls of my line manager when she was interacting with my fellow employees and I. I discovered that the line manager can have a profound influence on the attitudes towards work held by their subordinates, and this can affect the level and degree of learning which takes place within the work environment. I found that poor management of the facilitation of HRD training was detrimental to both my fellow employee’s development, general level of contentment and satisfaction within the workplace and their overall productivity within their roles.
介绍
我选择的论文主题是“直线经理作为人力资源开发促进者的角色”。我之所以选择这一职位，是因为我在花旗集团从事INTRA工作的经验。当我的直线经理与我和我的同事互动时，我亲身体验了她所做的努力，有时也体验到了她的不足。我发现直线经理会对下属的工作态度产生深远影响，这会影响工作环境中的学习水平和程度。我发现，对促进人力资源开发培训的管理不善，既不利于我的同事的发展，也不利于他们在工作场所的总体满意度和满意度，以及他们在职责范围内的整体生产力。
My essay will first deal with the responsibilties of the line manager in facilitating HRD. Subsequently, it will deal with the methods by which HRD can be implemented by line managers. It will also address the implications of greater line manager involvement in HRD. My aim is to provide a deeper understanding of the managerial processes that managers can employ to facilitate knowledge integration and transfer to their co-workers.
Main Body
A line manager can be defined as a ‘management figure who is authorized to direct the work of subordinates and is responsible for accomplishing organizational goals’. (Dessler, G, 2000).
A line manager is traditionally held accountable for ensuring that results are satisfactory and enabling the achievement of goals through the employees who report to them. In recent years, the expectations of the line manager’s role have changed. Line managers are increasingly entrusted with human resource development, and in some instances are held accountable for any shortfalls in adheering to this new responsibility. It can prove difficult for line managers to take on the additional responsibility due to existing workloads, lack of skills and inexperience of fulfilling such a role.
Line managers, rather than HRD specialists, are very familiar with the business context of both organizational and individual learning needs. They are closer to the daily operations and customers. This gives line managers a unique knowledge advantage concerning organisational realities and needs, which can aid their understanding of issues arising in the daily context of work, and knowledge gaps among the workforce.
There has been a move towards line managers assuming roles with a developmental focus and undertaking positions as facilitators of learning and skill expansion. This move is a part of the recent trend of empowering employees at all levels in an organisation to expand their knowledge base and responsibilities to ensure that a variety of multiskilled employees are on hand to tackle any situation that the business may be able to direct them at. xxxxxxxxxxxxxxx
In order to be equipped to tackle a role in HRD, substantial investments in capacity and skill development of line managers is necessary to ensure that they are equipped to carry out their new responsibilities. Ultimately, the development and performance of a business’ workforce is substantially influenced by the management they operate under. Investing the necessary time, money and effort into this area is critical for the effective operation and development of an organisation’s processes and the employees who are charged with carrying these out. This is important as, ‘one of the principle reasons for members of the workforce leaving an organisation is due to perceived poor handling of the manner in which their talents and skills base are managed (Hay, 2002, p52-55).’
According to Gennard and Kelly, encouraging line managers to participate in a more centralised and involved role in HRD provides opportunities for them to experience personal growth and greater competencies as a by product of this new responsibility. The stand to gain greater competencies in managing and maintaining relationships with the people they work with on a day-to-day basis. This would be possible because of their familiarity with both the needs and expectations of employees on a business wide as well as a personal level (1997, p27-42).
It is paramount that line managers recognise their role in facilitating and providing for a working environment which both promotes and supports learning. They must be aware of how critical this step is to securing the best learning environment possible for their subordinates. This entails implementing a programme of continuous learning. This would encompass on-the-job training, which from personal experience – I can confidently state that I found to be far more beneficial than my time spend in classroom based training sessions in the workplace. Incorporating an effective system of both formal and informal learning and feedback on a continuous basis should be recognised not just as a benefit, but as a necessity of the everyday working environment. This should be done from the very beginning of an employee’s tenure in a business organisation.
Individual employees should be given encouragement to seek and take control of their learning process, and attempts at looking to better themselves should be recognised and where appropriate, rewarded. Opportunities should be provided by the line manager to utilise ‘cross training to enhance their skills base, meetings to provide and receive feedback on job performance and shortfalls and mentoring programs to help employees to adapt to life in their working environment’ as seamlessly and comfortably as possible (Cunningham, and Hyman, 1997, p9-27).
According to the study by Jurgita Šiugždinien, five main roles were identified which demonstrate what is expected by line managers in the context of HRD. These were that:
Line managers are expected to discuss the performance and professional development of their subordinates with them on a regular basis.
They are expected to liase with HRD training specialists on a wide variety of HRD and HRM issues to ensure advancement of development programs and constant feedback.
They should show an active interest in conveying their interest in and support for the learning of their subordinates as part of their day-to-day responsibilities in their role.
They should be proactive and heavily involved in the training and learning and development aspect of their subordinate’s learning within the workplace.
They should be actively involved in the development of HRD strategy (2008, p33).
An important influence on the attitudes of line managers towards HRD is their perception of the role they play in the development process, which ultimately affects their attitudes and motivations towards their part in the process. A study by Andrea D. Ellinger and Robert P. Bostrom, found that line managers differentiate between how they perceive their roles in facilitating the learning of employees in learning oriented organisations. Their study found that managers see a distinction between ‘managing’ and ‘coaching’. They see them as being separate functions and in some cases, opposing influences on each other – requiring a different skill set to effectively implement them. ‘Managers’ were perceived as being those in charge – in positions of authority. Conversely, coaches were viewed as those in their positions who were entrusted with helping employees to succeed (2002, p147-179).
On major barrier in the effective implementation of HRD duties by line managers is due to a lack of coaching skills and insufficient line management motivation. This outlook on the role in question is reinforced by findings that the least popular HRD delivery mechanisms include coaching and mentoring. According to Heraty, this may be due to the large commitment of time and resources needed, or that it varies considerably from the speciality skills that managers generally possess and are used to implementing in their own tried and tested fashion (2000. p21-33). By making the process more attractive to both those who administer and receive this form of HRD delivery, it is likely that organisations would see beneficial implications for the business, management and employees themselves.
According to a study by McGovern and Gratton, some managers are of the opinion that they expect the HRD function to disappear over time, ‘as learning issues become ever more integrated with the responsibilities of general management’. In other cases, some managers appear to see a different role for HRD professionals in the future as they transfer to the role of organizational change consultants. The study notes that the responsibility for HRD is not commonly included within the terms of a line manager’s performance objectives. ‘It may prove difficult for line managers to act in two opposing roles – that of an assessor and that of a coach. Furthermore, line managers are not specialists in HRD. They may lack the necessary confidence, knowledge and organizational support to assume the required responsibility for HRD implementation’ (1997, p12-29).
According to a study by Renwick, there are significant differences in the role of line managers based on the nature of business undertaken by their organisations. ‘Based on the ownership of the organisations; there are significant differences in line managers’ role in performance counselling, career planning, salary decisions, grievance handling, and employee termination” (2003, p262-280). This indicates that it is necessary to clarify what exactly is expected of line managers with regard to HRD, and what becomes of the role of HRD professionals should responsibility transfer to line management.
我的文章将首先讨论直线经理在促进人力资源开发方面的责任。随后，它将讨论直线经理实施人力资源开发的方法。它还将解决直线经理更多地参与人力资源开发的影响。我的目标是更深入地了解管理者可以用来促进知识整合和向同事转移的管理流程。
主体
直线经理可以定义为“被授权指导下属工作并负责实现组织目标的管理人物”。（Dessler，G，2000）。
传统上，直线经理负责确保结果令人满意，并通过向其报告的员工实现目标。近年来，人们对直线经理角色的期望发生了变化。直线经理越来越多地被赋予人力资源开发的职责，在某些情况下，他们要对履行这一新职责的任何不足负责。事实证明，由于现有的工作量、缺乏履行这一职责的技能和经验，直线经理很难承担额外的责任。
直线经理，而不是人力资源开发专家，非常熟悉组织和个人学习需求的业务背景。他们更接近日常运营和客户。这使直线经理在组织现实和需求方面具有独特的知识优势，有助于他们理解日常工作中出现的问题以及员工之间的知识差距。
直线管理人员已经开始扮演以发展为重点的角色，并担任学习和技能拓展的促进者。这一举措是最近一种趋势的一部分，即赋予组织各级员工权力，以扩大他们的知识库和责任，确保各种多技能员工随时待命，以应对企业可能指导他们的任何情况。xxxxxxxxxxxxxxx
为了具备在人力资源开发中发挥作用的能力，有必要对直线经理的能力和技能发展进行大量投资，以确保他们具备履行新职责的能力。归根结底，企业员工的发展和绩效在很大程度上受到其经营管理层的影响。在这一领域投入必要的时间、金钱和精力，对于组织流程和负责执行这些流程的员工的有效运作和发展至关重要。这一点很重要，因为“员工离开组织的主要原因之一是他们认为自己对人才和技能基础的管理方式处理不力（Hay，2002，p52-55）。”
Gennard和Kelly表示，鼓励直线经理在人力资源开发中发挥更集中和参与的作用，为他们提供了机会，让他们体验到个人成长和更大的能力，这是这一新职责的副产品。他们将在管理和维护与日常工作人员的关系方面获得更大的能力。这是可能的，因为他们熟悉员工在整个企业和个人层面的需求和期望（1997，第27-42页）。
最重要的是，直线经理要认识到他们在促进和提供一个既促进又支持学习的工作环境方面的作用。他们必须意识到这一步骤对于确保下属获得尽可能好的学习环境是多么重要。这就需要实施一项持续学习方案。这将包括在职培训，从个人经验来看——我可以自信地说，我发现这比我在工作场所的课堂培训更有益处。在持续的基础上纳入一个有效的正式和非正式学习和反馈系统，不仅应该被视为一种好处，而且应该被认为是日常工作环境的必要条件。这应该从员工在商业组织任职之初就开始。
应鼓励员工个人寻求并控制自己的学习过程，并应认可并在适当的情况下给予奖励。直线经理应提供机会，尽可能无缝舒适地利用“交叉培训来提高他们的技能基础，召开会议来提供和接收关于工作表现和不足的反馈，以及指导计划来帮助员工适应工作环境中的生活”（Cunningham和Hyman，1997，p9-27）。
根据JurgitaÅiugždinien的研究，确定了五个主要角色，这些角色展示了直线经理在人力资源开发方面的期望。这些是：
直线经理应定期与他们讨论下属的绩效和专业发展。
他们将与人力资源开发培训专家就各种人力资源开发和人力资源管理问题进行联系，以确保发展计划的推进和不断的反馈。
他们应该表现出积极的兴趣，将他们对下属学习的兴趣和支持作为他们日常职责的一部分。
他们应该积极主动，积极参与下属在工作场所学习的培训、学习和发展方面。
他们应该积极参与人力资源开发战略的制定（2008年，第33页）。
对直线经理对人力资源开发态度的一个重要影响是他们对自己在发展过程中所扮演角色的看法，这最终会影响他们对自己参与发展过程的态度和动机。Andrea D.Ellinger和Robert P.Bostrom的一项研究发现，在以学习为导向的组织中，直线经理对自己在促进员工学习方面的角色有不同的看法。他们的研究发现，管理者看到了“管理”和“指导”之间的区别。他们认为它们是独立的职能，在某些情况下，相互影响相反——需要不同的技能才能有效地实施它们。”管理者被认为是负责人——处于权威地位。相反，教练被视为那些在其职位上被委托帮助员工取得成功的人（2002年，第47-179页）。
直线经理有效履行人力资源开发职责的主要障碍是缺乏指导技能和直线管理动机不足。研究结果表明，最不受欢迎的人力资源开发提供机制包括辅导和辅导，这强化了人们对这一角色的看法。Heraty认为，这可能是由于投入了大量的时间和资源，或者与管理人员通常拥有并习惯于以自己久经考验的方式实施的专业技能有很大不同（2000年）。p21-33）。通过使这一过程对管理和接受这种形式的人力资源开发的人更有吸引力，组织很可能会看到对企业、管理层和员工本身的有益影响。
根据McGovern和Gratton的一项研究，一些管理者认为，他们预计随着时间的推移，人力资源开发职能会消失，“因为学习问题与一般管理的职责越来越紧密地结合在一起”。在其他情况下，一些管理人员似乎认为人力资源开发专业人员在未来将扮演不同的角色，因为他们将转变为组织变革顾问。研究指出，人力资源开发的责任通常不包括在直线经理的绩效目标中事实证明，直线经理很难扮演两个相反的角色——评估员和教练。此外，直线经理不是人力资源开发方面的专家。他们可能缺乏必要的信心、知识和组织支持，无法承担人力资源开发实施所需的责任”（1997，第12-29页）。
根据Renwick的一项研究，根据其组织开展业务的性质，直线经理的角色存在显著差异。”基于组织的所有权；直线经理在绩效咨询、职业规划、薪酬决策、申诉处理和员工解雇方面的作用存在显著差异”（2003年，第62-280页）。这表明，有必要澄清对直线管理人员在人力资源开发方面的确切期望，以及如果将责任移交给直线管理人员，人力资源开发专业人员的作用将如何。
Research by Ellinger and Bostrom indicated that managers were viewed as those who have to make the hard decisions, some of which would not be viewed as being consistent with those of being a coach. Managers were perceived to be involved in actions such as ‘ordering, judging and controlling’ the employees they worked with, whereas coaches had far more of a positive influence on their employees learning and morale, by empowering them to learn, helping them to more fully understand and removing as many obstacles that may inhibit their ability to learn.
Conversely, coaches/HRD staff were seen to have far more of an influence in empowering employees to make decisions and in the process, to grow and develop into so that they can exert more influence as they increase their abilities and competencies. Managers and coaches in this study agreed that these roles were, in many cases, ‘distinct from each other and there were differing mental models and approaches that tied in with each role which influence how managers perceive different situations’ and how their approach will vary when addressing a situation depending on these models (2002, p147-179).
All of the managers in the aforementioned study envisaged their role and responsibilities as entailing helping their employees to grow and develop – to make sure that they understand how their role ties in to the rest of the organisation and how they can fulfil what is expected of them in this capacity. Managers in the study viewed the roles of being a manager and the concept of being a facilitator of learning as ‘dichotomous roles’, but acknowledged that there were ‘eventualities which would involved moving between these roles in the nature of their work’ (Ellinger and Bostrom, 2002, p147-179).
Since line managers usually are not specialists in HRD, they should be periodically screened and assessed with respect to their performance in fulfilling their roles, and their understanding of various learning needs. This should be done in both their area of their specialty, and in the area of Human Resource Development to ensure they are sufficiently confident and competent. It is important to increase their skill and knowledge in HRD, and it is advisable to consider incorporating HRD skills training in all varieties of training packages for managers. The capacity of line managers to provide advice and consultancy to all employees, be they managers or subordinates, should also be developed.
Senior managers must be highly supportive in the HRD role of line managers, and an incentive system should be developed to motivate them to embrace it more fully through co-operation with HRD staff and additional training. This is essential, as ‘acting as a HRD facilitator demands a coaching management style, as opposed to a directive management style’ (Garavan, 1995, 11-16).
The trend of increased line manager involvement is identified in the study by de Jong. He states that ‘there is a tendency toward decentralizing HRD responsibilities within organizations’. He categorises the new line manager functions into three distinct areas:
‘Analytic role: just as first-level managers are expected to discuss periodically the performance and the developmental needs of their subordinates, they should be periodically screened with respect to their performance and their developmental needs in respect of production and also in people management.
Supportive role: just as they are expected to show interest in their subordinates’ developmental activities on a daily basis, line managers should experience continuous support from their superiors in their attempts to improve their skills.
Trainer role: Just as they should provide training and coaching to their subordinates, they should receive instruction and guidance in order to develop in their management role (1999, pp176-183)’.
Conclusion
Greater management involvement in HRD reflects a significant transformation of line management responsibility in organisations. Before displacing traditional HRD roles, substantial investments in the capacity development of line managers is needed to ensure that they are capable of carrying out their new responsibilities.
It can be concluded that line managers have not assumed responsibility for HRD across the board. It is difficult to fulfil this role, either because of their workload, lack of skill or lack of traditional management involvement in this area. Cooperation between line management and HRD specialists exists. However a lack of line managers’ involvement in HRD, as well as limited capacities of HRD specialists to support, liaise and consult with line managers can hinder this process.
Future research into this area may reveal approaches by which managers can be trained in order to gain the required skill sets to be able to handle both levels of competency in which there is currently a grey area. Removing the rigid views of what it takes to be a ‘manager’ or ‘HRD professional’ and incorporating a new perspective of what the expectations of a line manager are in this process is an essential step in reconciling this process. Only after doing so can progressive steps be taken in implementing the line manager firmly in a position to facilitate an effective HRD function as part of their role.
Line managers should be given more ownership of HRD strategies, allowing them to have more involvement in decision making at the policy formulation level. They should also be given the opportunity to provide input into developing a more strategic partnership with HRD specialists. In this way, they would develop a better understanding of the broader perspective of both roles and could address any weaknesses in the process. Taking an active role in supporting their employees in learning and development should become an integral part of a line manager’s performance objectives.
References
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de Jong J.A., Leenders F.J. and Thijssen J.G.L.(1999) HRD tasks of first level managers. Journal of Workplace Learning, Vol.11, Issue 5, pp176-183.
Dessler, G. (2000) Human Resource Management. New Jersey: Prentice Hall, Upper Saddle River,
Ellinger, A.D. and Bostrom, R.P. (2002) ‘An Examination of Managers’ Beliefs about their Roles as Facilitators of Learning’, Management Learning, 33 (2): 147-79
Garavan, T. N. (1995) Stakeholders and Strategic Human Resource Development. Journal of European Industrial Training, 1995, Vol. 19, No 10, 11-16.
Gennard J. and Kelly J. (1997) The unimportance of labels: the diffusion of the personnel/ HRM function Industrial Relations Journal, Vol.28, No.1, pp27-42.
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Ellinger和Bostrom的研究表明，经理们被视为必须做出艰难决定的人，其中一些决定与教练的决定不一致。管理者被认为参与了诸如“命令、判断和控制”与其共事的员工等行动，而教练通过赋予员工学习的能力，帮助他们更充分地理解并消除可能阻碍他们学习能力的障碍，对员工的学习和士气产生了更大的积极影响。
相反，教练/人力资源开发人员被认为在授权员工做出决策以及在此过程中成长和发展方面具有更大的影响力，以便他们在提高能力和能力时发挥更大的影响。这项研究中的管理者和教练一致认为，在许多情况下，这些角色“彼此不同，每个角色都有不同的心理模型和方法，这些模型和方法会影响管理者如何感知不同的情况”，以及在根据这些模型处理情况时，他们的方法会如何变化（2002，第47-179页）。
上述研究中的所有管理者都将自己的角色和责任设想为帮助员工成长和发展，以确保他们了解自己的角色如何与组织其他部门联系在一起，以及如何以这种身份实现对他们的期望。研究中的管理者将管理者的角色和学习促进者的概念视为“二分法角色”，但也承认“在工作性质上，这些角色之间存在可能发生的变化”（Ellinger和Bostrom，2002，第47-179页）。
由于直线经理通常不是人力资源开发方面的专家，因此应定期对他们履行职责的表现以及对各种学习需求的理解进行筛选和评估。这应该在他们的专业领域和人力资源开发领域进行，以确保他们足够自信和胜任。提高他们在人力资源开发方面的技能和知识很重要，建议考虑将人力资源开发技能培训纳入管理人员的各种培训包中。还应培养直线经理向所有员工（无论是经理还是下属）提供建议和咨询的能力。
高级管理人员必须高度支持直线管理人员的人力资源开发角色，并应制定激励制度，通过与人力资源开发人员的合作和额外培训，激励他们更充分地接受这一角色。这一点至关重要，因为“作为人力资源开发促进者需要指导管理风格，而不是指导管理风格”（Garavan，1995，11-16）。
德容的研究发现了直线经理参与度增加的趋势。他指出，“组织内部存在着分散人力资源开发职责的趋势”。他将新的直线经理职能划分为三个不同的领域：
“分析角色：正如一级管理人员被期望定期讨论下属的绩效和发展需求一样，他们也应该定期接受生产和人事管理方面的绩效和开发需求的筛选。
支持性角色：正如期望他们每天对下属的发展活动表现出兴趣一样，直线经理在努力提高技能时也应该得到上级的持续支持。
培训师角色：正如他们应该为下属提供培训和指导一样，他们也应该接受指导和指导，以发展其管理角色（1999，第176-183页）。
结论
管理层更多地参与人力资源开发反映了组织中直线管理职责的重大转变。在取代传统的人力资源开发角色之前，需要对直线经理的能力发展进行大量投资，以确保他们能够履行新的职责。
可以得出的结论是，直线经理没有全面承担人力资源开发的责任。由于他们的工作量、缺乏技能或缺乏这一领域的传统管理参与，很难发挥这一作用。直线管理部门和人力资源开发专家之间存在合作。然而，缺乏直线管理人员参与人力资源开发，以及人力资源开发专家支持、联络和咨询直线管理人员的能力有限，都可能阻碍这一进程。
未来对这一领域的研究可能会揭示如何培训管理人员，以获得所需的技能，从而能够处理目前存在灰色地带的两个能力水平。消除对成为“经理”或“人力资源开发专业人员”的刻板看法，并从新的角度看待直线经理在这一过程中的期望，是协调这一过程的重要一步。只有在这样做之后，才能采取循序渐进的步骤，将直线经理牢牢地落实到促进其有效的人力资源开发职能的位置，作为其职责的一部分。
应赋予直线经理更多的人力资源开发战略自主权，使他们能够更多地参与政策制定层面的决策。还应让他们有机会为与人力资源开发专家建立更具战略性的伙伴关系提供投入。这样，他们将更好地理解这两个角色的更广泛视角，并可以解决这一过程中的任何弱点。在支持员工学习和发展方面发挥积极作用应成为直线经理绩效目标的一个组成部分。
工具书类
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